Harnessing Teacher Collaboration in Learning Environments to Notice, Recognize and Respond
Teacher-led Inquiry in School Learning Environments
ISBN: 978-1-83797-217-3, eISBN: 978-1-83797-216-6
Publication date: 27 September 2024
Abstract
Stonefields School is an innovative school at the base of Maungarei, Mount Wellington, in Auckland, New Zealand. Doing things differently, creating and inquiring are at the heart of what we do as teachers.
At Stonefields, we have the opportunity to do this collaboratively, and hubs of teachers collaborate to create engaging, rich and relevant learning opportunities for our learners. We have a range of assessment tools at our disposal which help us to gain insights into our learner's self-efficacy (how they see themselves as learners) and their learning needs. We actively enquire into the impact of teacher practice and have evidenced how teacher collaboration can enable all of our learners to see success.
In this chapter, the authors explore how teacher collaboration in learning environments can help improve teacher practice. The authors will examine how facilitating deliberate collaborative inquiry in learning environments can allow teachers to notice, recognize and respond to learner needs. This, in turn, can lead to improved learner self-efficacy and improved achievement outcomes.
Keywords
Acknowledgements
Acknowledgements
The authors of this chapter, Anita and Hope would like to thank Marian Mahat from the University of Melbourne for her encouragement and guidance provided on the chapter and inviting the authors to be a part of this exciting project. We would like to express gratitude for the invaluable support that we have received from Chris Bradbeer, who has a wealth of knowledge regarding ILEs and learning; we learned a lot from working alongside Bradbeer. The authors extend thanks to Gina Harduar for sharing her knowledge and expertise in teaching and inquiry, in particular around the TLA cycle and BEST models, which led to many insights and learnings, as we wrote this chapter. The authors’ sincere appreciation goes to Sarah Martin, the foundation principal of Stonefields School, for her endless support and thought-provoking reflections that have profoundly influenced the beliefs and philosophies around teaching and collaboration. Anita and Hope are inspired by Sarah Martin’s leadership and how Martin models inquiry, deep reflection and creative thinking to all those who are lucky enough to work with her. Finally, we would like to acknowledge the wider leadership team, the teaching and support staff team, learners and the community of Stonefields School, whom we work alongside and learn from each and every day.
Citation
Griffin, H. and Unka, A. (2024), "Harnessing Teacher Collaboration in Learning Environments to Notice, Recognize and Respond", Mahat, M. and Bradbeer, C. (Ed.) Teacher-led Inquiry in School Learning Environments (Linking Theory and Practice in Learning Environments), Emerald Publishing Limited, Leeds, pp. 57-74. https://doi.org/10.1108/978-1-83797-216-620241005
Publisher
:Emerald Publishing Limited
Copyright © 2024 Hope Griffin and Anita Unka. Published under exclusive licence by Emerald Publishing Limited