Perspectives on Supported Collaborative Teacher Inquiry

This book explores supported collaborative teacher inquiry as a professional development framework, emphasizing the creation of collaborative structures, nurturing inquiry, and the necessary support mechanisms for effective instructional practice change.

Perspectives on Supported Collaborative Teacher Inquiry explores the concept of supported collaborative teacher inquiry (SCTI) as a framework for professional development among educators. The book emphasizes the importance of establishing collaborative structures that allow teacher teams to engage in meaningful inquiry regarding their instructional practices. By focusing on the processes involved in SCTI, the contributors highlight how such collaboration can lead to significant improvements in teaching and learning.

The chapters delve into various aspects of SCTI, including the cultivation of an inquiry stance among educators, the progression through the inquiry process, and the essential support mechanisms that facilitate effective collaboration. The authors provide empirical evidence and practical examples that illustrate the impact of collaborative inquiry on challenging existing beliefs about teaching and learning. This approach encourages teachers to utilize data and research to reflect on their practices, ultimately leading to enhanced instructional methods.

This volume serves as a valuable resource for a wide audience, including scholars, students, teachers, and administrators interested in the fields of teacher education, leadership, and inquiry. By offering insights into the dynamics of collaborative professional development, Perspectives on Supported Collaborative Teacher Inquiry contributes to the ongoing discourse about improving educational practices and fostering a culture of inquiry within schools.