Digital Inquiry: Using weblogs to document an inquiry stance in a teacher professional development environment
Working Thesis:
Using weblogs to support teacher inquiry and action research is potentially a powerful process in advancing evidence-based documentation of professional development (Cavanaugh and Cavanaugh, 2005). In addition to providing a space for multiple, evidence-based accounts of student learning, weblogs can enable teachers to reflect both individually and collaboratively on their teaching practice in systematic ways, assisting them to monitor progress and eventual change over time.
Inquiry Stance
The following four statements capture the themes identified for living an inquiry stance toward teaching:
(1) Teacher inquiry is made up of varied forms that are interactive and may exist simultaneously or in connection to particular needs of the moment.
(2) Teacher inquiry consists of simultaneous growth for teachers and students in its approach to lifelong learning and change.
(3) Teacher inquiry is enhanced in professional learning communities where uncertainty and dialogue are embraced and appreciated.
(4) Teacher inquiry and this PDS partnership context have an explicit connection even though there are varying degrees of participation.
Snow-Gerono, J.L. (2003) Living an Inquiry Stance toward Teaching: Teachers' Perceptions of Teacher Inquiry in a Professional Development School Context. Unpublished doctoral dissertation, The Pennsylvania State University.
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