期刊名称：Papeles de Trabajo sobre Cultura, Educación y Desarrollo Humano
印刷版ISSN：1699-437X
出版年度：2006
卷号：2
期号：2
页码：1-22
出版社：Departamento Interfacultativo de Psicología Evolutiva y de la Educación, Universidad Autónoma de Madrid
摘要：This paper describes the impact of dialogic inquiry (Wells, 1999) on two groups of teachers engaged in a specific model of professional development, termed supported collaborative inquiry (Nelson & Slavit, in press). After a discussion of the professional development and teaching contexts, elaboration of two teacher groups engaged in a year-long collaborative inquiry process are provided. Evidence suggests that the two teacher groups had various levels of success regarding the establishment of an inquiry community, and both experienced difficulties in collecting and managing data. Both groups found the dialogic nature of the professional development to be of significant benefit in a variety of ways. Implications on professional development and further research are provided.
关键词：Teacher Inquiry ; Professional Learning Communities ; Secondary Mathematics and Science
