ERIC Number: EJ1154583
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 51
Challenging Inquiry and Building Community: Analyzing ESL and Bilingual Teachers' Narratives
Musanti, Sandra I.
Action in Teacher Education, v39 n3 p292-306 2017
The study explores English as a second language (ESL) and bilingual teachers' narratives within a learning community as they collectively engage in reflecting on practices to more effectively support English learners. This longitudinal qualitative study integrates narrative inquiry approach and critical incident methodology. Participants were seven ESL and bilingual teachers involved in a collaborative professional development project. First, the study explores a critical incident around defining inquiry-based instruction in the ESL/bilingual classroom illustrating the productive role of conflict and contrasting perspectives on inquiry to collectively construct knowledge amidst a learning community. Second, the study shows the possibilities of team teaching as a productive space for reflection on practice and a key element of ESL/bilingual learning communities. Ultimately, the study contributes to the understanding of teacher professional learning communities as a place and a process in which teachers are active agents of their development, collectively and individually inquiring about students' needs, and generating new practices.
Descriptors: Bilingual Teachers, English (Second Language), Reflection, Longitudinal Studies, Qualitative Research, Faculty Development, Critical Incidents Method, Inquiry, Team Teaching, Communities of Practice, Teacher Collaboration, Elementary School Teachers, Personal Narratives, Interviews, Vignettes, Observation
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A