Community and inquiry: journey of a science teacher

Abstract

In this case study, we examine a teacher's journey, including reflections on teaching science, everyday classroom interaction, and their intertwined relationship. The teacher's reflections include an awareness of being ''a White middle-class born and raised teacher teaching other peoples' children.'' This awareness was enacted in the science classroom and emerges through approaches to inquiry. Our interest in Ms. Cook's journey grew out of discussions, including both informal and semi-structured interviews, in two research projects over a three-year period. Our interest was further piqued as we analyzed videotaped classroom interaction during science lessons and discovered connections between Ms. Cook's reflections and classroom interaction. In this article, we illustrate ways that her journey emerges as a conscientization. This, at least in part, shapes classroom interaction, which then again shapes her conscientization in a recursive, dynamic relationship. We examine her reflections on her ''hegemonic (cultural and socio-economic) practices'' and consider how these reflections help her reconsider such practices through analysis of classroom interaction. Analyses lead us to considering the importance of inquiry within this classroom community.

Community of Inquiry for Students’ Autonomy in English Language Learning: A Case of Philippines High School

“…They gained new knowledge and assisted one another in gaining new information (Ginting, 2017). The framework of a community of inquiry appears to be well-suited to the study of autonomous groups (Goldberg & Welsh, 2009). Moreover, Collaborative action is a great tool for developing autonomous learning as well as for such analysis (Arnó-Macià, 2016).…”