Authentic Spaces for Teacher Collaborative Inquiry: Examining Peer Partners Through an Improvement Science Lens

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  In Roundtable Session: Teacher Research as an Approach to Contribute to the Knowledge Base

Abstract

To improve teaching, providing the space and resources for teacher inquiry is paramount. One of the main goals of our organization is to support teacher inquiry projects. We used both quantitative and qualitative data to understand the impact teacher inquiry had on classroom practice, especially around literacy development. Teacher testimonials and data indicate that collaborative inquiry was preferred as were opportunities to focus on a strategy rather than too many at the same time. Constraints to teacher inquiry were time and the timing of the process; however, teachers found the processes valuable, and most would continue the inquiry process again. Teacher voices are incorporated in this paper. Implications for how to improve the teacher inquiry process are also discussed.

Authors

• Huy Quoc Chung, University of California - Irvine

• Michael Hebert, University of California - Irvine

• Elizabeth Harrington, University of California, Irvine-Writing Project

• Emily McCourtney, University of California, Irvine-Writing Project

• Melissa Galvan, University of California, Irvine-Writing Project