University and School Partnerships for Inquiry: Promoting Learning for Teachers and Students as Inquirers

• In Event: Examining the Impact of Teacher Inquiry as a Professional Development Tool

Abstract

This study documents a two-year professional development partnership between a university and five local high schools that used teacher inquiry as a vehicle for professional learning. The study explores how teachers’ involvement impacted their appropriation of conceptual and practical tools (Grossman, Smargorinsky, & Valencia, 1999) of student inquiry in secondary classrooms of various content areas. Grounded in literature on conceptualizing inquiry learning (Ruiz-Primo, et al, 2010; McNeill & Krajcik, 2009) and sociocultural theories (Charmaz, 2000; Vygotsky, 1978; Wertsch, 1998), the authors who were facilitators of the project examined surveys, reflections, teacher work samples, and interviews. Results revealed a tension between teachers’ statements about inquiry and their understanding as revealed in their work products where these tensions played out.

Authors

• Christine D. Clayton, Pace University

• James F. Kilbane, Tulane University