Coconstructing a Learning Culture in the School: A Case Study of Collaborative Inquiry Teams of Secondary Teachers

• In Event: The Influence of Cultural Identities on Reflective Practices in Diverse Contexts

Abstract

This case study documents the experiences of collaborative teacher inquiry teams as they co-constructed professional learning and engaged in a change process in one secondary school. Data were gathered through standardized, open-ended interviews, researcher observations, and artifacts generated by inquiry teams. Findings indicate that: a) self-/co-directed learning in teams invigorated collegial relationships and contributed to a sense of agency towards change at the school-level; b) differentiated responsiveness to supporting collaborative inquiry among teachers and within teams is critical; and c) patience is needed to support the tenuous embrace of emerging teacher leadership identities. This study demonstrates how deep and substantial school change happens when teachers co-construct and co-regulate their professional development (PD) and changes at the classroom and school level.

Authors

• Sabre Lynn Cherkowski, University of British Columbia Okanagan

• Leyton Schnellert, The University of British Columbia - Okanagan Campus