Commentary: Inquiry-Based Teacher Learning for Inclusivity: Professional Development for Action and Change

Abstract

University-school partnerships can offer teachers a space for inquiry into theory-based practice related to teaching for equity, inclusivity, and justice. The Teachers College Inclusive Classrooms Project (TCICP) invites city teachers to join an Inquiry to Action Team where they collectively interrogate students’ access to full participation in schools. Teachers are enthusiastic about this work and eagerly share their wisdom and carefully document their yearlong journeys into creating greater access and participation for students. The inquiry teams function as an alternate space for educators to share their work, ponder their pedagogical beliefs, and analyze power relationships in their classrooms and schools. As participants are validated in their work in this alternate space, they are able to build agency as intellectuals and act inclusively and for social justice within their own school spaces.

Using research to inform practice through research‐practice partnerships: A systematic literature review

“…First, we describe partnerships in the literature that utilise different kinds of structures to investigate practice to extend knowledge—what we call inquiry methodologies. Examples of inquiry research methodologies that were used to inform the method of inquiry RPPs include action research (Arhar et al, 2013; Crawford et al, 2008), practitioner inquiry (Schlessinger & Oyler, 2015), teacher inquiry (Stoddard et al, 1996), and participatory research (Bosma et al, 2010). For instance, Kirschner et al (1996) describe how they used work on action research to develop a systematic model of inquiry.…”

Técnicas didácticas para la formación inicial de maestros. Programa “Enseñar como un campeón”

“…Programas como "Enseñar como un campeón" cumplen con la función de formar docentes efectivos y proporcionar alta calidad en la enseñanza (Kretchmar y Zeichner, 2016), además de tener sus efectos en la educación inclusiva y la transformación social (Schlessinger y Oyler, 2015;Zeichner, 2016). Los resultados obtenidos permitieron identificar la eficacia al aplicar las técnicas de los estudiantes en prácticas, así como analizar la satisfacción de los estudiantes sobre las técnicas.…”