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Book part
Publication date: 5 December 2014

David Slavit, Allison deVincenzi, Kristin Lesseig, Tamara Holmlund Nelson and Gisela Ernst-Slavit

This chapter explores inquiry-based learning from the prospective of preservice teachers learning to enact classroom-based research. After describing a preservice course…

Abstract

This chapter explores inquiry-based learning from the prospective of preservice teachers learning to enact classroom-based research. After describing a preservice course focused on practitioner inquiry, a framework for analyzing teachers’ perspectives toward teacher research is provided. The framework focuses on the different ways teachers conceive and make use of student learning data as tools for their own inquiry-based learning. Our study shows that changes to preservice teachers’ perspectives toward inquiry are possible, but often slow to nurture. Discussions of different approaches to research and specific research models appeared to be most impacting. Specifically, the above framework suggests that teacher inquiry that pursues dilemmas and wonderings, often leading to more questions, is much more useful than inquiry that seeks distinctive resolutions. When considering teachers’ classroom-based inquiry as a life-long professional pursuit, the results show promise for developing dispositions and skills for inquiry at this early career level. Implications of the course on preservice teachers and the theoretical model are provided.

Details

Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-236-4

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Book part
Publication date: 5 December 2014

Abstract

Details

Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-236-4

To view the access options for this content please click here
Book part
Publication date: 5 December 2014

Abstract

Details

Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-236-4

To view the access options for this content please click here
Book part
Publication date: 5 December 2014

Patrick Blessinger and John M. Carfora

This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to strengthen the…

Abstract

This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to strengthen the interconnections between teaching, learning, and research within the arts, humanities, and social sciences. This chapter provides a synthesis and analysis of all the chapters in the volume, which present a range of perspectives, case studies, and empirical research on how IBL is being used across a range of courses across a range of institutions within the arts, humanities, and social sciences. The chapter argues that the IBL approach has great potential to enhance and transform teaching and learning. Given the growing demands placed on education to meet a diverse range of complex political, economic, and social problems and personal needs, this chapter argues that education should serve as an incubator where students are part of a learning community and where they are encouraged to grow cognitively, emotionally, and socially by taking increasing responsibility for their own learning.

Details

Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-236-4

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Article
Publication date: 1 April 1991

Izabella Taler

Neurolinguistic Programming (NLP) represents a new approach to understanding the process of human communication. Developed by Richard Bandler and John Grinder in the early…

Abstract

Neurolinguistic Programming (NLP) represents a new approach to understanding the process of human communication. Developed by Richard Bandler and John Grinder in the early 1970s, it is derived from linguistics, psychology, neurophysiology, kinetics, and cybernetics. NLP is designed to help its users—whether they are therapists, salespersons, or teachers—more quickly gain rapport with their subjects.

Details

Reference Services Review, vol. 19 no. 4
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 11 September 2017

Daniel Carpenter

The purpose of this paper is to explore educator collaborative inquiry in the shared workspace in professional learning communities (PLCs). Specifically, this…

Abstract

Purpose

The purpose of this paper is to explore educator collaborative inquiry in the shared workspace in professional learning communities (PLCs). Specifically, this investigation was part of an ongoing investigation of well-established PLC collaborative interactions and self-directed learning of educators as part of the shared workspace as a component of school improvement.

Design/methodology/approach

A qualitative design was used for this investigation. Participants were purposefully selected to provide qualitative data on existent, well-established PLCs and their practice as educators in the shared workspace. Qualitative data were collected about participant perception. Data were collected from each participant by conducting semi-structured interviews, observations, and the collection of document and artifacts.

Findings

Findings from this ongoing investigation point to positive collaborative physical interactions and intellectual discourse that lead to educator learning through the collaborative inquiry process.

Originality/value

Theories on PLCs and educator job-embedded professional learning are unique in this paper. The concepts of PLCs and the collaborative inquiry process have been well developed but not in the context of the shared workspace. Recent literature on effective collaborative inquiry educators undergo in PLCs as a continuing professional development model provides a foundation for the work done in this ongoing case study. Sustained collaboration and continued professional development of teaching innovations as a product of the collaborative inquiry process in the shared workspace are underdeveloped as yet but further developed in this paper.

Details

International Journal of Educational Management, vol. 31 no. 7
Type: Research Article
ISSN: 0951-354X

Keywords

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