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Agora.CollaborativeInquiryr1.7 - 11 Jun 2016 - 19:45 - GregorioIvanoff

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Collaborative inquiry can result in valued and valuable professional development for teachers, enabling them to effectively bridge theory and practice, yet personalize their learning. Schools and districts need to support and offer sustained, collaborative, inquiry-oriented professional development initiatives. In this article, the authors identify four conditions needed to create and nurture collaborative, inquiry-based professional learning – structural supports, cultural/social emotional supports, learning and process supports, and teacher ownership/agency – and offer illustrative examples (SCHNELLERT; BUTLER, 2014).

Keywords: inquiry based science education, skills management in change, higher education in performance, social improvement in education, higher order thinking, practice in society, development in society, norms in change, educating in change, thinking distortion, inquiry skills, professional improve, business opportunities, cultural norms, mathematics

SCHNELLERT, Leyton; BUTLER, Deborah L. Collaborative Inquiry: Empowering teachers in their professional development. First published in Education Canada, June 2014. Available from < >. access on 24 March 2016.

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-- GregorioIvanoff - 24 Mar 2016
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