Collaborative Reflection, Dialogue, and Inquiry [microform] : Empowering Experienced Teachers To Cultivate Dispositions and Abilities That Transform Practice / Ruth J. Palmer.
This study examines the role of dialogue and collaborative reflection in guiding teachers' identification of issues and contextual barriers in their practice. It analyzes teachers' social interactions and academic self-efficacy during the dialogic process and evaluates the quality of inqui...
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| Format: | Microfilm Book |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1998.
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MARC
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| 100 | 1 | |a Palmer, Ruth J. | |
| 245 | 1 | 0 | |a Collaborative Reflection, Dialogue, and Inquiry |h [microform] : |b Empowering Experienced Teachers To Cultivate Dispositions and Abilities That Transform Practice / |c Ruth J. Palmer. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1998. | ||
| 300 | |a 21 pages. | ||
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| 500 | |a ERIC Document Number: ED417146. | ||
| 520 | |a This study examines the role of dialogue and collaborative reflection in guiding teachers' identification of issues and contextual barriers in their practice. It analyzes teachers' social interactions and academic self-efficacy during the dialogic process and evaluates the quality of inquiry that teachers proposed to change their practice. Participants were 21 experienced teachers from 3 international schools who were taking a 2-week course, "Introduction to Research," that taught skills necessary to become consumers of research. The course provided an opportunity for discussion of fundamental questions related to knowledge, knowing, and learning. Dialogue and reflective processes were the pathways into class assignments. A writing task emphasized critical analytic skills. A research task involved interactive processes around issues related to past experiences, subject matter, educational and social goals, teachers' and pupils' personalities, interests and talents, and resources available. The research task had three phases: choosing a topic; creative design and problem solving; and presenting the work to the group for critique. Data for the analysis came from teachers' journals, anecdotal records, interviews, group dialogue, and class products. Results showed that reflection, dialogue, and inquiry facilitated teachers' collaborative efforts toward identifying and resolving common challenges. Teachers reported concerns regarding curriculum design, teaching and learning, community relations, and assessment. Teachers reported negative academic self-efficacy. Females and elementary teachers were more apt to work in teams. About 20 percent of the research plans were rated excellent. (Contains 27 references.) (Author/SM) | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
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| 650 | 0 | 7 | |a Discussion (Teaching Technique) |2 ericd. |
| 650 | 1 | 7 | |a Educational Research. |2 ericd. |
| 650 | 0 | 7 | |a Elementary School Teachers. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Faculty Development. |2 ericd. |
| 650 | 1 | 7 | |a Group Discussion. |2 ericd. |
| 650 | 0 | 7 | |a Inservice Teacher Education. |2 ericd. |
| 650 | 0 | 7 | |a Interpersonal Competence. |2 ericd. |
| 650 | 1 | 7 | |a Interpersonal Relationship. |2 ericd. |
| 650 | 0 | 7 | |a Secondary School Teachers. |2 ericd. |
| 650 | 1 | 7 | |a Self Efficacy. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Collaboration. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Researchers. |2 ericd. |
| 856 | 4 | 2 | |z Request ERIC Document |u https://colorado.idm.oclc.org/login?url=https://colorado.illiad.oclc.org/illiad/COD/illiad.dll?Action=10&Form=23 |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Boulder Campus |c Offsite |d PASCAL Offsite |e ED417146 |h Other scheme |i microfiche |n 1 |