Professional development to promote schoolwide inquiry |
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| Institution: | 1. Department of Psychology, University of Minnesota, Minneapolis, MN, United States;2. Department of Biology and Biological Engineering, California Institute of Technology, Pasadena, CA, United States;3. Department of Neuroscience, University of Minnesota, Minneapolis, MN, United States;4. University of California, Berkeley, Berkeley, CA, United States;5. Schepens Eye Research Institute, Harvard Medical School, Boston, MA, United States;6. Department of Psychology, University of Washington, Seattle, WA, United States;7. Department of Psychology, University of Southern California, Los Angeles, CA, United States;1. Department of Science Teaching, Weizmann Institute of Science, 234 Herzl St., Rehovot, 7610001 Israel;2. Department of Learning Instruction & Teacher Education, Faculty of Education, University of Haifa, 199 Abba Khoushy Ave., Haifa, 3498838, Israel |
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| Abstract: | This study explores the extent of teacher inquiry, and how professional development can promote schoolwide inquiry, in seven urban elementary schools in the US. The regular and systematic inquiry present in two of the schools is highlighted. The schools’ organizational contexts that facilitate inquiry are also considered. As a key element of professional community, the ways in which inquiry contributes to, and interacts with, other aspects of teacher community are examined. The author also reflects on the issue of strict or flexible community boundaries and how inquiry can help to keep a school's faculty focused yet dynamic, as well as open to dissent and change. |
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