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Full-Text Articles in Education
Practitioner Inquiry For Turbulent Times: Learning To Take An Inquiry Stance Toward Teaching Difficult Topics Through A Teacher Inquiry Community, Logan Rutten, Danielle Butville, Wendy Lane Smith, Boaz Dvir
Practitioner Inquiry For Turbulent Times: Learning To Take An Inquiry Stance Toward Teaching Difficult Topics Through A Teacher Inquiry Community, Logan Rutten, Danielle Butville, Wendy Lane Smith, Boaz Dvir
Journal of Practitioner Research
Amid turbulent times and politically polarized communities, many teachers require support if they are to teach or engage with difficult topics in their curricula or professional practices, yet few teachers actually receive any formalized support for addressing such topics. This article responds by describing the work of an inquiry community of inservice educators that was designed to assist teachers in learning to address difficult topics by integrating practitioner inquiry and student inquiry with asset-based and trauma-informed lenses. The article outlines the community’s conceptual foundations then describes how a team of university-based teacher educators facilitated the community’s work. A participating teacher’s …
Becoming Knowledgeable Agents Of Change: Early Career Teachers Enacting Inquiry-Oriented Professional Learning, Tracy Harper
Becoming Knowledgeable Agents Of Change: Early Career Teachers Enacting Inquiry-Oriented Professional Learning, Tracy Harper
Journal of Practitioner Research
In pursuit of more effective professional learning for early career teachers, this paper presents findings from a multiple case study of practitioner inquiry with beginning teachers. The study examined the lived experiences of Kelly, Sally, and Donna as they took up inquiry-oriented professional learning in their literacy classrooms. Over the course of a semester, the teachers identified a problem of practice, co-constructed professional learning plans, explored relevant professional learning, and implemented new literacy practices. The findings demonstrated that the individualized and responsive nature of inquiry-oriented professional learning supported the teachers in developing agency and self-efficacy as they addressed areas of …
Exploring Implicit Bias To Evaluate Teacher Candidates' Ethical Practice In The Internship, Jamie Silverman, Jessica Shiller
Exploring Implicit Bias To Evaluate Teacher Candidates' Ethical Practice In The Internship, Jamie Silverman, Jessica Shiller
Journal of Practitioner Research
To create an equitable and ethical learning environment in the classroom requires teacher candidates (TCs) to develop positive relationships with students and to reflect on who they are. Using the elements of Richard Milner’s (2007) Framework of Researcher Racial and Cultural Positionality, this article presents an account of an innovative practice in how to engage secondary education TCs in a reflection of implicit biases, and how to interrupt them to become more ethical professionals. This article takes InTASC 9: Professional Learning and Ethical Practice as a point of departure and describes how a new teacher mentor piloted a series of …