"Wait, That's Not a Clarifying Question!" The Use of Protocols to Guide Inquiry

• In Event: Roundtable Session 39
  In Roundtable Session: Transitioning From Teachers to Teacher Educators: Forming and Sustaining an Inquiry Community

Abstract

Objectives:
Protocols are structured conversation guides used to direct the collaboration in inquiry communities (Cochran-Smith & Lytle, 2009; Curry, 2008). One teacher (Cochran-Smith, 2009) states that the use of protocols in inquiry communities provides a socially supportive and organized environment in which educators can transparently share their ideas and interpretations for critique. Although use of protocols can assist communities in systematically and intentionally engaging in inquiry in order to rethink and challenge what is taken for granted, protocols have also been criticized for limiting authentic conversations and potential opportunities for growth (Cochran-Smith & Lytle, 2001; Curry 2008; Hargreaves, 1994). Despite the possible limitations, protocols remain a large aspect of exploring student work and teacher questions in most inquiry communities (Cochran-Smith & Lytle, 2009). This presentation presents the nature of the inquiry group’s dialogic conversations as guided by protocols. Further, it highlights the challenges and opportunities that the developing teacher educators experienced when utilizing protocols in their collaborative inquiry.

Theoretical Framework and Methodology:
This presentation utilizes the theoretical framework of inquiry as stance and the methodology of self-study as presented in the overall session summary, applicable for all four papers.

Data Sources:
In investigating the use of protocols, the following data sources were used through an intentional and systematic process of data collection and interpretation: the protocols, themselves, meeting notes, audio recordings of inquiry community sessions using the protocols, written notes from a visit to another inquiry group, and individual reflections and journal entries.

Conclusions:
This presentation demonstrates that protocol use allowed inquiry community members to adopt a structured means of reflection and discussion to process individual and collective problems of practice. Further, the protocols enhanced members ability to ask clarifying and probing questions, a practice that resulted in deeper inquiry and meaning-making. Of note, the use of protocols and clarifying questions led to rich, authentic conversations. The protocol appeared to promote additional conversation beyond the realm of structured community time, as opposed to stifling ideas and sharing. However, it should be clear that time constraints - primarily due to the busy schedules of the community members - did occasionally prevent additional conversation beyond the protocol. Beyond time and structure, the use of protocols allowed the teacher educators to be encouraged or challenged to explore new areas of inquiry which had not previously been explored.

Author

• Megina Baker, Boston College