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ERIC Number: EJ795218
Record Type: Journal
Publication Date: 2006
Pages: 18
Abstractor: ERIC
Reference Count: 41
ISSN: ISSN-0737-5328
Refining Social Justice Commitments through Collaborative Inquiry: Key Rewards and Challenges for Teacher Educators
Cooper, Camille Wilson
Teacher Education Quarterly, v33 n3 p115-132 Sum 2006
Since Fall 2001, the faculty and leaders of the Teacher Education Program (TEP) at the University of California, Los Angeles, have participated in a collaborative inquiry project. This five-year research endeavor provides opportunities for teacher educators, assisted by university researchers, to study their own practice. This paper presents an overview of the TEP faculty's collaborative inquiry experience and then pinpoints implications for other teacher educators. Findings indicate that, while not easy, engaging in collaborative inquiry characterized by critical reflection, critical dialogue, and community building can position teacher educators to be thoughtful and influential change agents within universities and K-12 schools. (Contains 6 notes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California