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ERIC Number: EJ793807
Record Type: Journal
Publication Date: 2006
Pages: 17
Abstractor: Author
Reference Count: 9
ISSN: ISSN-0890-6459
Professional Development Through Teacher Inquiry and Dialogue: Teachers Discuss John Dewey's and Their Own Ideas about Education, Art, and Experience
Meadows, Elizabeth
Teacher Education and Practice, v19 n4 p455-471 Fall 2006
Teachers from an urban public high school and from a preK-12 private school in one metropolitan area discussed selections from John Dewey's works on education, art, and experience, in small study groups between 1996 and 1998. I facilitated these study groups as a joint inquiry with teachers about connections between Dewey's aesthetics and thinking about teaching and teachers' thinking about teaching. My purpose in documenting the results of this research is to add to the body of work describing examples of meaningful professional development for in-service teachers and examining what constitutes such experiences. Teacher inquiry through dialogue in these study groups seemed to be an essential method for supporting teacher reflection and learning among these teachers.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A