Collaborative inquiry as a professional learning structure for educators: a scoping review

DeLuca, Christopher; Shulha, Jason; Luhanga, Ulemu; Shulha, Lyn M.; Christou, Theodore Michael; Klinger, Don A.

doi:10.1080/19415257.2014.933120

Cited by 56 publications

(48 citation statements)

References 25 publications

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“…A stated strength of the methodology is its ability to identify the key features of a diverse body of research in a connected manner (Davis et al 2009). Today, scoping reviews are an accepted means for reviewing educational research across a range of domains, particularly where those domains are 'breaking new ground' (e.g., DeLuca et al 2015;McEvoy et al 2015;Major and Watson 2017;O'Flaherty and Phillips 2015;Virtanen et al 2017).…”

Section: A Systematic Scoping Reviewmentioning

confidence: 99%

Classroom dialogue and digital technologies: A scoping review

et al. 2018

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This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000-2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future.

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Section: A Systematic Scoping Reviewmentioning

confidence: 99%

Classroom dialogue and digital technologies: A scoping review

et al. 2018

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“…In particular, this applies to skills of data collection and analysis (Zeichner 2002). Teachers are not professional researchers, and may lack the requisite skills, including an ability to determine what counts as baseline evidence, or evidence of a successful enquiry (DeLuca et al 2015). Finally, while such weaknesses can be mitigated by the provision of external support, for example from university researchers or coaches (Coburn and Russell 2008), sustainability remains as a major issue.…”

mentioning

confidence: 99%

“…Third, a number of authors (see for example DeLuca et al 2015;Meirink et al 2010;Zeichner 2002) have pointed to the practical constraints on professional enquiry resulting from limitations in space and time. Professional enquiry requires space for dialogical working, and a sustained period for engagement.…”

mentioning

confidence: 99%

Curriculum development through critical collaborative professional enquiry

Drew

Priestley

Michael

2016

Journal of Professional Capital and Community

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Purpose – In recent years, there has been considerable interest within education policy in collaborative professional enquiry/inquiry methodologies, both as an alternative to top-down implementation of change and for the purpose of fostering educational improvement. However, researchers have been critical of this approach, pointing to various concerns: these include the risk of reducing a developmental methodology to an instrumental means for delivering policy, as well as issues around sustainability of practices. The purpose of this paper is to describe a Scottish university/local authority partnership, which developed an approach entitled Critical Collaborative Professional Enquiry, designed to address some of these concerns. The paper also reports on empirical outcomes related to the partnership project. Design/methodology/approach – This interpretivist study generated qualitative data from multiple sources, utilising a range of methods including semi-structured interviews with teachers and school leaders, evaluation surveys and analysis of artefacts developed during the inquiry phases of the project. Findings – This programme exerted a powerful effect on the teachers who participated. The research suggests that teachers developed better understandings of the curriculum, and of curriculum development processes. There is evidence of innovation in pedagogy, some sustained and radical in nature, and further evidence of changes to the cultures of the participating schools, for example, a shift towards more democratic ways of working. Originality/value – This paper reports upon an original approach to curriculum development, with considerable potential to transform the ways in which schools approach innovation.

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“…When added to concerns expressed about the crowded curriculum, and how difficult it was to cover all of the content and skills expected in all of the learning areas, it was not unusual for teachers to feel guilty taking a day off to undertake Rounds. As noted in other research, time and space are important environmental structures to support teacher collaboration and PL (DeLuca et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Although time tends to be an ongoing issue PL, having time and space for PL in the regular school timetable is important (DeLuca et al, 2014). This includes time for group meetings and peer observation, for which teachers may need to be released from their classrooms as well as time to develop, discuss, reflect, apply, practice, review and revisit new learning (Opfer and Pedder, 2011).…”

Section: Professional Learning (Pl)mentioning

confidence: 99%

The value of collaborative rounds for teacher professional learning in Australia

Mansfield

Thompson

2016

Professional Development in Education

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Teacher professional learning (PL) is increasingly being viewed by governments, bureaucracies, and school systems as an important vehicle for improving teaching quality and effectiveness. This new enthusiasm, however, has to be set against a history of professional development in schools that was of marginal quality and benefit. In response to this history, education authorities are interested in PL that emphasises collaborative, relevant and authentic opportunities for teachers. This paper reports a study investigating the potential of a collaborative rounds-based approach for teacher professional learning conducted across three small primary schools in Western Australia. Using qualitative data gathered over a year, strengths and challenges of the rounds approach are explored. Findings show how this PL supported teacher learning, the perceived influence on classroom instruction and the benefits in working collaboratively. Challenges included time and logistics, overcoming anxiety about being observed and the process of learning observational skills. Implications for future implementation as well as policy and practice are discussed.

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Collaborative inquiry as a professional learning structure for educators: a scoping review

Cited by 56 publications

References 25 publications

Classroom dialogue and digital technologies: A scoping review

Classroom dialogue and digital technologies: A scoping review

Curriculum development through critical collaborative professional enquiry

The value of collaborative rounds for teacher professional learning in Australia

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