Quality Assurance Through Collaborative Inquiry Among Teacher Educators

Charteris, Jennifer

doi:10.1007/978-981-13-1179-6_209-1

Cited by 2 publications

(2 citation statements)

References 9 publications

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“…When teachers have opportunities for agency and can determine the direction of their PLD, it has more relevance to their classroom practice (Forsyth, 2008). Having choice over content and possibilities for collaborative inquiry (Charteris 2019) ensures that PLD is relevant to the needs of the virtual team. Action learning is a cyclical process of learning and reflection that can be enabled through the collegial support of a virtual team who work to address real issues in schools (Prestridge and Tondeur 2015).…”

Section: Relevant Pld Through Virtual Teamsmentioning

confidence: 99%

Virtual team professional learning and development for practitioners in education

Charteris

Berman

Page

2021

Professional Development in Education

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Surprisingly little has been written about the notion of virtual teams in schooling contexts and less on the role of virtual teams in the professional learning and development (PLD) of teachers. Virtual teams are groups that use technologies to collaborate to address common goals. Members may work at in different locations, in different organisations, or at different times so that the electronic communication media becomes an important feature in the feasibility of the work. Increasingly, technologies are used to support practitioners' (leaders and teachers) professional learning. In this conceptual article, we draw on research literature from online and blended professional learning and development to conceptualise what is important to consider when establishing virtual teams for the purpose of practitioners' learning. Specifically, we address the question: what are the characteristics of virtual teams that can serve the purpose of professional learning and development in schools? A technology-enriched planning model for institutions with an interest in establishing and maintaining a virtual team approach to PLD (VTPLD) is provided. We consider three strategic characteristics for PLD: (relevance, collaboration and a future focus) to address how virtual teams can support professional learning for teachers. ARTICLE HISTORY

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Section: Relevant Pld Through Virtual Teamsmentioning

confidence: 99%

Virtual team professional learning and development for practitioners in education

Charteris

Berman

Page

2021

Professional Development in Education

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“…To strengthen the structure and characteristics of practicum courses, we redesigned the laboratory experience focused on investigation. Inquiry-based learning (IBL) is integrated with laboratory investigation activities where students and lecturers act as learning partners (Charteris, 2019;Wen et al, 2023). IBL can provide ideal conditions for students to be actively involved in actual investigative activities, which scientists used (Kang, 2022;Peffer et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Teaching microbial analysis techniques for the characterisation of baker's yeast through the inquiry-based laboratory

Saefi,

Adi,

Rahmasiwi

et al. 2023

JPBI

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Laboratory course activities often focus on "cookbook style," so their activities have not yet integrated with scientific thinking as an essential aspect. In this research, the laboratory experience of microbial analysis techniques was redesigned using alternative inquiry to involve students in isolating and characterising yeast to make the bread rise. This research aimed to determine the effect of implementing inquiry-based laboratory experiences on improving students' technical skills and the structure and characteristics of laboratory courses. The method used a single case study to obtain a complete picture regarding implementing laboratory course redesign. Laboratory experience activities consisted of pre-laboratory (reinforcement of theory) and investigation (preparation of methods, laboratory investigation activities, data analysis and presentation, and writing written reports). Overall, our results suggest that inquiry-based laboratory experiences can improve students' microbial analysis technique skills in strong collaboration. In addition, students considered several benefits from this learning, such as developing designs and conducting laboratory investigations close to the original context. With these results, educators can use the redesign of this laboratory course without applying full "course-based undergraduate research experiences" to students.

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Quality Assurance Through Collaborative Inquiry Among Teacher Educators

Cited by 2 publications

References 9 publications

Virtual team professional learning and development for practitioners in education

Virtual team professional learning and development for practitioners in education

Teaching microbial analysis techniques for the characterisation of baker's yeast through the inquiry-based laboratory

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