Knowledge construction among teachers within a community based on inquiry as stance

So, Kyunghee

doi:10.1016/j.tate.2012.10.005

Cited by 28 publications

(30 citation statements)

References 24 publications

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“…deeper understanding of the kinds of conditions needed to improve teachers' practice (So, 2013;Seo, 2009). This area of research is consistent with school-based activities for teacher professional development.…”

Section: Context Of This Studymentioning

confidence: 99%

Opportunities and Challenges for Teacher Professional Development: A Case of Collaborative Learning Community in South Korea

Park¹,

So²

2014

IES

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This study investigates how characteristics of a collaborative professional learning activity support and hinder teacher learning and growth by examining the experiences of three Korean secondary teachers who participated in a school-initiated collaborative teacher learning project. The findings demonstrated that this learning opportunity supported teachers in their learning and professional development in the following ways. First, teachers experienced professional growth through collaborative learning with colleagues. Second, teachers learned to self-reflect on their classes. Third, the program fostered an inquiry stance toward teaching. Also identified are some of the obstacles encountered, such as time constraints, psychological barriers, and the lack of a discussion culture.

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Section: Context Of This Studymentioning

confidence: 99%

Opportunities and Challenges for Teacher Professional Development: A Case of Collaborative Learning Community in South Korea

Park¹,

So²

2014

IES

Self Cite

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“…As a result, they were able to develop their professional knowledge within the practice community (So, 2013). They also accepted the results of the assessment as their own responsibility and identified with the community.…”

Section: Type I: Challenge Practicementioning

confidence: 91%

“…Specifically, when students answer openresponse questions, in contrast to multiple-choice questions, teachers can improve their knowledge of their students' understanding through the assessment process (Mertler, 2009). Teachers can construct new knowledge through this experience, which in turn affects their practice (So, 2013). Such reflective thinking comprises a "purposeful, deliberate act of inquiry into one's thoughts and actions" (Loughran, 1996) and therefore improves teaching practice.…”

Section: Communities Of Practicementioning

confidence: 99%

“…Teachers' professional knowledge is more influenced by collaborative interactions with colleagues than by independent practice in the classroom (Akerson et al, 2009;Flint, Zisook, & Fisher, 2011;Fultak & Heredia, 2014;Gao & Wang, 2014;Jones et al, 2013;Lewis et al, 2015;So, 2013;Rytivaara & Kershner, 2012;van Driel, 2010). Therefore, it is essential to study teacher communities of practice (CoPs) in order to understand their influence on teachers' PD.…”

Section: Introductionmentioning

confidence: 99%

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Untitled

2017

Eurasia J. Math. Sci. Tech. Ed

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This study examined the interactions of teachers with different professional development (PD) backgrounds in communities of practice (CoPs) formed for student assessment in a South Korean middle school. We analyzed the teachers' collaborative and reflective processes regarding the development, implementation, and feedback processes for student assessment in two CoPs that each consisted of two middle school science teachers. Two different types of CoP were identified: a routine practice CoP and a challenge practice CoP. The routine practice CoP displayed weak interaction between teachers and poor PD, while the challenge practice CoP displayed stronger interaction between teachers and better PD. These two types of CoP were determined by the mutual respect between the teachers. The results of this study can contribute to the development of teacher PD based on its implications for forming teacher CoPs that induce the active participation of members and the formation of mutually respectful relationships among them.

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“…Philosophical and pedagogical differences among teachers are some of the ideologically disparate ideas that can create back-talk in a collaborative community. However, So's (2013) findings in an eight-person case study indicated that such differences positively influenced teachers over time: not only did the contrasts among teachers illustrate their tacit beliefs and attitudes and provide them with the opportunity to reflect critically on their own viewpoints, but it also helped them broaden their range of interests and thoughts. (p. 195) This current narrative inquiry study demonstrated the possibilities available for teacherleaders to engage in a similar broadening of viewpoints.…”

Section: Back-talkmentioning

confidence: 99%

Understanding through narrative inquiry : storying a national writing project initiative.

Vujaklija¹

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Knowledge construction among teachers within a community based on inquiry as stance

Cited by 28 publications

References 24 publications

Opportunities and Challenges for Teacher Professional Development: A Case of Collaborative Learning Community in South Korea

Opportunities and Challenges for Teacher Professional Development: A Case of Collaborative Learning Community in South Korea

Untitled

Understanding through narrative inquiry : storying a national writing project initiative.

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