The Transformative Power of Collaborative Inquiry: Realizing Change in Schools and Classrooms

Donohoo, Jenni; Velasco, Moses

doi:10.4135/9781071872963

Cited by 19 publications

(16 citation statements)

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“…, 2012; Schnellert, 2020). Relatedly, numerous researchers have investigated its utility as a form of high-quality teacher professional learning for both practicing and pre-service teachers alike (Adams, 2016; Donahoo and Velasco, 2016; Lemisko et al. , 2014).…”

Section: Community Of Practice and Collaborative Inquiry As A Mechani...mentioning

confidence: 99%

“…Program at UBC (Minnes Brandes and Kelly, 2004) and the Professional Inquiry Project at the University of Lethbridge for interning teacher candidates (Adams, 2016). Benefits to collaborative inquiry identified in the literature include cultivating teacher leadership (Donohoo and Velasco, 2016), increasing teacher efficacy (Beauchamp et al. , 2014), and gaining a deeper understanding of the influences impacting student learning (Gallimore et al.…”

Section: Community Of Practice and Collaborative Inquiry As A Mechani...mentioning

confidence: 99%

“…Over the past thirty years, CI has been increasingly adopted by teacher organizations, school divisions, and Ministries of Education across Canada, steadily gaining prominence in the world of teacher professional learning (Adams and Townsend, 2014;Donahoo, 2013;Naylor et al, 2012;Schnellert, 2020). Relatedly, numerous researchers have investigated its utility as a form of high-quality teacher professional learning for both practicing and pre-service teachers alike (Adams, 2016;Donahoo and Velasco, 2016;Lemisko et al, 2014). In Ontario, for instance, CI networks were funded by the Ministry of Education and numerous school divisions have adopted CI models to structure teacher professional learning (Boyd, 2021).…”

Section: Explainmentioning

confidence: 99%

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Supporting teacher candidates to become collaborative teaching professionals: developing professional capital through a collaborative inquiry-based community of practice

Osmond-Johnson

Fuhrmann

2022

JPCC

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PurposeThis paper draws on data from a research project that examined the impact of a community of practice (CoP) model of teaching practicum that engaged teacher candidates in collaborative inquiry projects based on self-identified problems of practice that emerged during their practicum experiences.Design/methodology/approachA qualitative approach was adopted to better understand the ways in which the CoP served as a support mechanism for teacher candidates to develop social capital during internship. Data collection included anecdotal observation notes, student postings in online discussion forums, and a one-hour post-project focus group. Data analysis was rooted in phenomenology (Lin, 2013) and was guided by the four pronged coding process outlined by Bicudo (2000).FindingsAs the paper illustrates, the CoP created rich opportunities for teacher candidates to cultivate social capital, which positively impacted their human and decisional capital. Relatedly, teacher candidates demonstrated an enhanced sense of collective efficacy and an understanding of the significance of collaborative professional cultures on their continued growth as members of the teaching profession.Originality/valueWhile a number of studies have considered various factors impacting the professional capital of practicing teachers, the development of professional capital amongst interning teachers remains as an under-explored area in the research literature.

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Section: Community Of Practice and Collaborative Inquiry As A Mechani...mentioning

confidence: 99%

Section: Community Of Practice and Collaborative Inquiry As A Mechani...mentioning

confidence: 99%

Section: Explainmentioning

confidence: 99%

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Supporting teacher candidates to become collaborative teaching professionals: developing professional capital through a collaborative inquiry-based community of practice

Osmond-Johnson

Fuhrmann

2022

JPCC

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“…They must be highly relevant, requiring a responsive design; they require a duration of time, spread over months, with learning that is reflective, applied, and sustained; and thirdly they need to act as a "conduit for extending development to others" (p. 267). Within professional teacher learning, non-linear models, such as collaborative professionalism and approaches that require continuous collaborative inquiry, have been shown to improve teaching quality and improve student learning (Donohoo & Velasco, 2016;Hargreaves & O'Connor, 2018a, 2018bRobinson, 2011;Timperley et al, 2009).…”

Section: Professional Learningmentioning

confidence: 99%

Design-based Professional Learning: A Promising Approach to Continuous Professional Learning

Friesen

Brown²

2022

IJLL

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Collaborative professionalism engages teachers and other educators in the processes of documenting and presenting evidence arising from their practice, engaging in deep and demanding dialogue with colleagues, seeking and receiving constructive and productive feedback, and engaging in continuous collaborative inquiry. A design orientation that engages educators in such a process is design-based professional learning. While the overall design of the professional learning is consistent across contexts, three key features are unique to each design—situativity, the cyclical nature of learning and change, and agency. These three features are used to describe two cases of design-based professional learning in two different contexts. Based on 715 teachers, and school and district leaders’ learning engaged in design-based professional learning, we conclude that design-based professional learning provides a promising approach to professional learning.

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“…Teachers can access the Internet to informally engage with professional material and collaborate with teachers globally to gain insight into educational issues (e.g., differentiated instruction) or to answer specific questions about content or pedagogical techniques (Donohoo & Velasco 2016;Sharratt & Planche, 2016). Access to 'just-in-time' learning resources and participation in local and global online networks during or outside their workday expands opportunities for teachers' PD (Learning Forward, 2017).…”

Section: Setting the Context: Teacher Learning In Canadamentioning

confidence: 99%

Elementary teachers’ cognitive processes and metacognitive strategies during self-directed online learning

Beach

Henderson

McConnel

2020

Teachers and Teaching

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This study involves an in-depth examination of Canadian elementary teachers' cognitive processes and metacognitive strategies they used during a self-directed online learning experience. The virtual revisit think aloud, a methodology that combines a retrospective procedure with screen recording technology, was used to capture verbalizations from 13 elementary teachers as they used an online database.Resulting think aloud protocols and post-task interviews were analyzed using qualitative methods. An inductive approach to analysis led to six themes related to the types of cognitive processes and metacognitive strategies teachers use during self-directed online learning: connecting to practice, tweaking and adapting, narrowing the focus, skimming through, reading for depth, and source credibility.The teachers in this study demonstrated a non-linear iterative process in which they continuously planned, monitored, and evaluated their learning during the selfdirected online learning experience. Implications for teacher learning and research are discussed.

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The Transformative Power of Collaborative Inquiry: Realizing Change in Schools and Classrooms

Cited by 19 publications

References 0 publications

Supporting teacher candidates to become collaborative teaching professionals: developing professional capital through a collaborative inquiry-based community of practice

Supporting teacher candidates to become collaborative teaching professionals: developing professional capital through a collaborative inquiry-based community of practice

Design-based Professional Learning: A Promising Approach to Continuous Professional Learning

Elementary teachers’ cognitive processes and metacognitive strategies during self-directed online learning

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