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ERIC Number: EJ1171675
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Practitioner Research: A "Refreshing Change" for Professional Learning
Allen, Jennifer K.
i.e.: inquiry in education, v8 n2 Article 4 2016
This article discusses a study that utilized a practitioner research approach to professional learning (Cochran-Smith & Lytle, 2009) that used student-created digital photo stories combined with focused teacher conversations guided by the NOT-ICE Teacher Discussion Protocol (Author, 2016) to explore why classroom teachers sometimes fail to notice the gifts and talents of emergent bilinguals of Latin@ heritage. Six elementary teachers participated in six small-group, collaborative discussion sessions in which they acted as co-researchers. Findings illuminate the significance of the research design in providing an effective professional learning experience. Highlighted design elements include the importance of using visual media as a springboard for intentional, productive discussions as well as the significance of a purposeful, small-group arrangement that allowed for cross-grade-level collaboration focused on a relevant issue of shared concern. An alternate look at how schools might define data is also offered.
Descriptors: Professional Education, Elementary School Teachers, Teacher Collaboration, Learning Experience, Faculty Development, Teaching Methods, Photography, Video Technology, Audiovisual Aids, Teacher Role, Referral, Teacher Workshops, Focus Groups, Trust (Psychology), Change Agents, Student Developed Materials, Bilingual Students, Hispanic American Students, Participatory Research
Center for Practitioner Research at National Louis University. 122 South Michigan Avenue, Chicago, IL 60603. Tel: 800-443-5522 x2277; e-mail: email@example.com; Web site: https://digitalcommons.nl.edu/ie/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A