Developing and Sustaining a Community of Inquiry among Teachers and Teacher-Educators

Describes a five-year project in which British Columbia secondary teachers and university educators met regularly to discuss teaching and learning. Analyzes substantive features of group deliberations, group dynamics, and participant communication. Discusses "community of inquiry" features...

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Veröffentlicht in:	Alberta journal of educational research 1998-03, Vol.44 (1), p.38-52
Hauptverfasser:	Erickson, Gaalen L, Brandes, Gabriella Minnes
Format:	Artikel
Sprache:	eng
Schlagworte:	Attitudes British Columbia Collaboration College School Cooperation Collegiality Context Cost and financing Educational Environment Educational Policy Educational Research Educational sciences Foreign Countries Group Dynamics Higher Education Learning Learning Communities Learning Strategies Learning theories Peer Support Planning and economics of education Preservice Teachers Primary Education Professional Development Reflective Inquiry Secondary Education Secondary School Teachers Social Constructivism Teacher Educators Teachers Teaching Time Translation instruction Translation methods and strategies Trends United States, Canada
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Beschreibung
Zusammenfassung:	Describes a five-year project in which British Columbia secondary teachers and university educators met regularly to discuss teaching and learning. Analyzes substantive features of group deliberations, group dynamics, and participant communication. Discusses "community of inquiry" features: sharing of knowledge, support in knowledge construction, development of collective expertise, engagement in progressive discourse, and peer recognition. Contains 34 references. (Author/SV)
ISSN:	0002-4805 1923-1857