Collaboration as Dialogue: Teachers and Researchers Engaged in Conversation and Professional Development

Clark, Caroline; Moss, Pamela; Goering, Susan; Herter, Roberta J.; Lamar, Bertha; Leonard, D. C.; Robbins, Sarah; Russell, Margaret L.; Templin, Mark; Wascha, Kathy

doi:10.2307/1163385

Cited by 30 publications

(48 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Collaborative communities of inquiry-based practice have been proposed as one means to overcome obstacles to the adoption of reform-based pedagogies and to encourage the emergence of professional teaching knowledge (Clark et al, 1996;Garet, Porter, Desimone, Birman, & Yoon., 2001;Grossman, Wineburg, & Woolworth, 2000). Yet, few social studiesspecific professional development opportunities exist for elementary teachers, and when such programs do exist, they often fail to attend to how teachers learn and the complexities of the teaching profession (Grant, 2003).…”

Section: Collaborative Communities Of Inquiry-based Practicementioning

confidence: 99%

Using Lesson Study to Develop a Shared Professional Teaching Knowledge Culture among 4Th Grade Social Studies Teachers

Howell

Saye

2016

The Journal of Social Studies Research

View full text Add to dashboard Cite

This study examined whether scaffolded lesson study might contribute to the emergence of a shared professional teaching knowledge culture among 4th grade social studies teachers. The study reports findings from a three-year lesson study professional development project that sought to develop professional teaching knowledge for problem-based historical inquiry among participating teachers. Participants included six 4th grade State History teachers from three different schools and three different school systems. Using qualitative data collected during three yearlong lesson study cycles, we present evidence that suggests that lesson study can be used to develop a shared professional teaching knowledge culture among 4th grade social studies teachers. We suggest, however, that a combination of factors might contribute to variations in teachers' participation in that shared professional teaching knowledge culture including the degree to which the teachers embraced the public nature of lesson study. These factors include the teachers' idiosyncratic views of teaching and learning, the teachers' individual tolerance for socially constructing curricula, and the degree to which teachers acceded to cultural obstacles within elementary schooling.

show abstract

Section: Collaborative Communities Of Inquiry-based Practicementioning

confidence: 99%

Using Lesson Study to Develop a Shared Professional Teaching Knowledge Culture among 4Th Grade Social Studies Teachers

Howell

Saye

2016

The Journal of Social Studies Research

View full text Add to dashboard Cite

show abstract

“…What dominates the study is also a rosy Table 1. How different issues were reported in Clark et al's (1996) report.…”

Section: Other Publicationsmentioning

confidence: 99%

“…Collaboration is also clearly the main focus of Clark et al's (1996) report, which looked at the way in which all researchers and participants in three graduate projects (named Toledo, Flint, and Detroit, all under one supervisor) perceive issues such as entry, the nature of the collaboration, relationship with students, and dissemination (detail provided in Table 1). 3 The participants' voice is powerfully presented in this report.…”

Section: Co-presenting (Co-author)mentioning

confidence: 99%

Exploring the nature of the researcher–practitioner relationship in qualitative educational research publications

2011

International Journal of Qualitative Studies in Education

View full text Add to dashboard Cite

This literature review looks at the way in which the researcher-practitioner relationship is described in research publications. The main finding of this review points to: a limited description and discussion of the relationship; a similarly limited, sometimes confusing, understanding of the notion of collaboration; as well as limited self-reflection, sometimes accompanied by taken-for-granted attitudes on the part of the researchers.

show abstract

“…Some advocates have proposed building collaborative professional communities of teachers and researchers as a promising vehicle for developing professional knowledge (Clark et al, 1996;Garet, Porter, Desimone, Birman, & Yoon, 2001;Stein, Silver, & Smith, 1998;Thomas, Wineburg, Grossman, Myhre, & Woolworth,1998). Research on mentoring and peer teaching offers additional possibilities for encouraging collaboration that connects practice to theory (Martin, 2002;Slavin, 1996).…”

Section: Overview Of the Problemmentioning

confidence: 99%

Using Mentoring to Develop Professional Teaching Knowledge for Problem-based Historical Inquiry

Saye

Kohlmeier

Brush

et al. 2009

Theory & Research in Social Education

View full text Add to dashboard Cite

This case study examined how mentoring experiences might encourage teachers to consider and adopt a problem-based historical inquiry (PBHI) framework for teaching. We mentored six teachers over 15 months as they planned and implemented PBHI teaching, reflected on their experiences, and then engaged in peer mentoring of other teachers. Data included surveys, planning artifacts, interviews, and observations. Qualitative analyses of data found all teachers' conceptualizations of practice were affected to varying degrees by mentoring experiences. Results suggest promise for using modeling and scaffolding to assist teachers in linking theory to practice, but suggest that teachers must ground these supports in their own experience before they become fully accessible. Findings support claims that mentoring and collaboration may encourage teachers to de-privatize their knowledge and use each other as resources for making connections to common principles that build a professional knowledge base of wise practice.

show abstract

Collaboration as Dialogue: Teachers and Researchers Engaged in Conversation and Professional Development

Cited by 30 publications

References 0 publications

Using Lesson Study to Develop a Shared Professional Teaching Knowledge Culture among 4Th Grade Social Studies Teachers

Using Lesson Study to Develop a Shared Professional Teaching Knowledge Culture among 4Th Grade Social Studies Teachers

Exploring the nature of the researcher–practitioner relationship in qualitative educational research publications

Using Mentoring to Develop Professional Teaching Knowledge for Problem-based Historical Inquiry

Contact Info

Product

Resources

About