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ERIC Number: EJ1299634
Record Type: Journal
Publication Date: 2021-Jul
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0028-8276
EISSN: N/A
Teacher Learning Insights from Two Practice-Based Inquiries in South Africa and New Zealand
Jhagroo, Jyoti; Bansilal, Sarah; Stringer, Patricia
New Zealand Journal of Educational Studies, v56 n1 p65-81 Jul 2021
Practitioner inquiry has become part of the research tradition in many teacher professional development programmes across the world and allows teachers to conduct research into their own practices by engaging in systematic inquiry into their personal classroom practices. In this paper, we explore the inquiry reflections of two teachers that engaged in inquiries of their practice with a specific focus on their teaching of measurement. Both these teachers had completed practitioner inquiries as part of two different programmes of study, one in South Africa and the other in New Zealand. The purpose of this study was to identify factors which supported teacher learning. The findings showed that learning opportunities were created by their motivation and willingness to engage in critical reflections, while professional support from colleagues and mentors enhanced teachers' learning experiences. Furthermore, despite the different contexts, each inquiry expands our understanding of locally generated knowledge in terms of local knowledge of context as well as local knowledge of learners and content.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa; New Zealand
Grant or Contract Numbers: N/A