Experiences of Responsibility and Professionalism in a Multilayered Community of Inquiry

• In Event: Sheraton Roundtable Session 41
  In Roundtable Session: The Multidimensional Enactment of Teacher Leadership

Abstract

All players in an educational system share responsibility for student learning. However, conflict can arise depending on how stakeholders are positioned in relation to one another. As a potentially productive approach, this case study research examined how stakeholders in various roles (n=40) were able to exercise professionalism and responsibility within a multi-layered community of inquiry (CoI). Interviews were conducted to investigate how professional responsibility was evidenced within a CoI and what conditions supported teachers to build from, and act upon, their sense of professional responsibility. Findings: 1) participants evidenced professional responsibility by committing to improvement and focusing on student needs; (2) supportive conditions included trusting relationships; availability and provision of supports and aligned goals.

Authors

• Kimberley MacNeil, The University of British Columbia

• Deborah L. Butler, The University of British Columbia

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