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Creating and Sustaining Inquiry Spaces For Teacher Learning and System Transformation
Author(s) -
Kaser Linda,
Halbert Judy
Publication year - 2014
Publication title -
european journal of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.577
H-Index - 45
eISSN - 1465-3435
pISSN - 0141-8211
DOI - 10.1111/ejed.12079
Subject(s) - work (physics) , pedagogy , mathematics education , sociology , professional learning community , teacher education , transformation (genetics) , key (lock) , period (music) , professional development , psychology , computer science , engineering , biochemistry , chemistry , gene , mechanical engineering , physics , computer security , acoustics
Over a 15‐year period, one W estern C anadian province, B ritish C olumbia, has been exploring the potential of inquiry learning networks to deepen teacher professional learning and to influence the system as a whole. During this time, we have learned a great deal about shifting practice through inquiry networks. In this article, we provide a description of the key features of the inquiry framework that has evolved through this work, offer suggestions for creating and sustaining influential educator networks and provide some observations about how this approach is shifting practices at the classroom, school, university and policy levels.