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ERIC Number: EJ810660
Record Type: Journal
Publication Date: 2008
Pages: 18
Abstractor: ERIC
Reference Count: 33
ISSN: ISSN-0737-5328
Supported Teacher Collaborative Inquiry
Nelson, Tamara; Slavit, David
Teacher Education Quarterly, v35 n1 p99-116 Win 2008
Drawing on the rich line of research that has emerged over the past 15 years, this article details the types of support necessary for the establishment and nurturing of teacher collaborative inquiry. Although teachers have the ability and drive to initiate change, it is often the case that complex layers of support are required to achieve this goal, some of which originate in the teacher community, but others that must emanate from those who can advocate and facilitate these teacher-led processes. This article lays out a theoretical framework for supporting teachers engaged in collaborative inquiry. While the authors make use of a specific professional development project employing "supported collaborative inquiry" to add context, the authors are not providing a case study or review of literature in this paper; rather, they articulate a framework to provide guidance for supporting teacher collaborative inquiry and to detail specific types of support which can serve as units of analysis for studies on teacher professional development. These supports are based in the inquiry process, which is not a typical element of teachers' work, and in the environments that support teachers engaging in the inquiry process. The authors theorize that not only is it limiting to solely consider the teachers and their immediate work in the conceptualization and implementation of collaborative inquiry, professional development must look to provide teachers with opportunities for influencing the contexts and impacting the forces that originate outside their immediate work environment. (Contains 2 figures.)
Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Junior High Schools; Middle Schools; Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A