Teacher Inquiry Group Research Articles

생성형 인공지능과 교육에 관한 언론보도 토픽 분석

Objectives The purpose of this study is to analyze topics of media reports regarding generative artificial intellignece and education. Methods For this purpose, topic model, one of the text mining techniques, was used. First, we collected newspaper article data on ‘Generative Artificial Intelligence and Education’ through the Big Kinds service and then performed pre-processing and morphological analysis. Based on this, 30 keywords were analyzed. By measuring the number of topics and deriving the top 10 words for each topic, 13 topics were presented and explained. Results The 13 topics presented through the research results are as follows. Researchers focus on education that fosters artificial intelligence leadership, Gyeonggi GPT and fair art education, digital finance professional training, problems and responses to digital democracy, reliability and ethical use of artificial intelligence, artificial intelligence used in creation in various fields, training programs between Gyeonggi-do and State University of New York, regional cooperation model for artificial intelligence convergence education, artificial intelligence edutech support project and core talent training, Metaverse Lab support project, strengthening employee artificial intelligence capabilities for use in local government administrative work, Busan Metropolitan Office of Education's digital program attracting attention from overseas and changes in cultural arts education methods in the era of artificial intelligence were presented. Conclusions Based on the topics presented in this study, we proposed ways to apply and activate generative artificial intelligence in education. The five measures are strengthening teacher capacity for generative artificial intelligence, establishing guidelines for the development and use of artificial intelligence, learner capacity to use generative artificial intelligence correctly, developing and disseminating generative artificial intelligence teaching cases, and based on spontaneity. This is support from the Artificial Intelligence Teacher Research Group.

Exploring transnationality as a resource for promoting social justice in language teacher identity construction: Insights from an inquiry group

This study explored the transnational identities of six English language teachers in an Egyptian university context, using an identity-focused teacher inquiry group. Grounded in the theoretical frameworks of identity as critical pedagogy, and transnationality as a disposition that can be cultivated, narrative analysis revealed insights into what a transnational disposition entails, and how teachers (can) draw on their transnationality as a resource for promoting social justice in their work. Specifically, three prominent themes emerged: the adoption of humanizing teaching approaches, the bridging of cultural divides, and the promotion of transformative teaching. Implications for pedagogizing language teacher identity are discussed.

“They’re not a project. They’re people.” A study of Black educators critiquing the (mis)uses of social justice discourses

Discourses of social justice are becoming increasingly prevalent in educational spaces, with rising numbers of teachers and teacher education programs expressing their aims to teach towards social justice. Yet, recent scholarship has documented the contested meanings of social justice in contemporary educational contexts. This qualitative case study aims to build upon existing literature by examining how two equity-oriented Black educators in an urban elementary school conceptualized and critiqued the discourses of social justice circulating in their school. Through thematic and discourse analysis of data generated through teacher inquiry group meetings and interviews, it examines their experiences with the language of social justice becoming associated with dehumanization and white saviorism, and it documents the equity-oriented pedagogical positions constructed by these teachers in opposition to such discourses. This analysis draws attention to contemporary (mis)uses of social justice discourses and proposes implications for justice- and equity-oriented teacher education.

“‘Together’ Means I Am Not the Only One”: Educators Reclaiming Interdependence in Early Literacy through Narratives of Struggle

Through narrative analysis, the authors explore the role of struggle in a teacher inquiry group and explain how they collectively reclaimed interdependence with young children in classrooms.

Learning to Teach Responsively Through Asynchronous Collaborative Discourse Around Video Records of Practice

Teaching practices that are responsive to student thinking are complex and challenging to learn, particularly for novice teachers. Skilled responsive teaching involves adaptive expertise, or the ability to deliberate about and respond to students’ emergent ideas. This study explored the learning of early-career teachers through participation in a video-feedback inquiry group around the enactment of a number talk routine introduced in preservice teacher education. Conceptualizing teacher learning as socially situated within a discourse community, we consider how participation in the asynchronous inquiry group supported both collective interpretations and individual growth in implementing responsive instructional practices. Findings suggest that giving and receiving asynchronous feedback provided novice teachers with opportunities to engage in dialogic conversations that involved several types of deliberation related to responsive teaching and the development of adaptive expertise. This study provides evidence of the potential of asynchronous teacher inquiry groups and the importance of giving, as well as receiving, feedback on practice.

Shifting language ideologies and pedagogies to be anti-racist: a reconstructive discourse analysis of one ELA teacher inquiry group

PurposeThis paper aims to present findings from a three-year qualitative study that used a model of teacher learning referred to as teaching as inquiry (Manfra, 2019). Teaching as inquiry centers the teacher as a learner in a prolonged and “systematic process of data collection and analysis focused on changing teaching” (p. 167). Findings from the larger qualitative study demonstrate the work of collecting transcripts and using discourse analysis to analyze classroom discourse fostered high school English teachers’ knowledge and skills for facilitating critical conversations (Schieble et al., 2020). For this paper, the authors highlight Paula, a white, female secondary teacher who is dual certified in English Language Arts and ESL. Findings from Paula’s case demonstrate the ways the teacher inquiry group disrupted Paula’s language ideologies of linguistic purism, an ideology embedded in white supremacist and colonialist, hegemonic language policies and practices (Kroskrity, 2004), and transformed her instructional practices over time.Design/methodology/approachThe research used qualitative methods for design and scope to generate an information-rich instrumental case study (Stake, 1995). Case study is a form of qualitative inquiry that concentrates on experiential knowledge of the case. This study used case study methods to construct an instrumental case to understand how participation in the teacher inquiry group shaped Paula’s facilitation of critical conversations. Data analysis used inductive and deductive qualitative coding procedures and discourse analysis (Gee, 2004; Rogers, 2018) to address the research questions.FindingsFindings demonstrate that prior to meeting with the teacher inquiry group, Paula’s teaching practices embodied linguistic separatism by emphasizing that standardized English was the “appropriate” way to participate in critical conversations. Through studying her classroom discourse, the inquiry group supported her to critically question these instructional practices and ideologies. Findings demonstrate that the work of the inquiry group supported her embodiment and articulation of a translanguaging ideology that supported her facilitation of critical conversations.Originality/valueFindings from this study contributes to scholarly and professional knowledge about how models of teaching as inquiry (Manfra, 2019) demonstrate a positive or reconstructive impact on teacher and student learning. This study highlights the potential for reconstructive shifts in the context of how teachers learn together and the tools that support them in doing so.

Complexity and criticality of long-term collaborative processes

There has been increasing recognition that social collectives, such as knowledge communities and professional learning networks, support teachers and enhance their practice. At the same time, there is little research on how such communities form, are sustained over time, create professional knowledge and practices, and transform the professional lives of their participants. We address these gaps in this paper by drawing on self-study methodology to structure a critical reflection of Luiz’s experiences of participating in an autonomous group of teacher-researchers that constituted their own knowledge community since 2005. Through critical friendship, a complexity thinking lens guided the shared reflection on Luiz’s experience in the knowledge community by considering the relational connections, affective forces, opportunities for action and agential capacities that are continually made and reconfigured within the collective nature of learning communities. In conclusion, we discuss both the facilitation and cultivation of long-term collaborative processes towards a complex, critical, and socially just perspective of PETE.

Remotely (Re)Discovering the How, Where, and When of Student Cross Talk

Reflecting on the experience of teaching online classes led a group of teacher researchers to question their expectations about uptake during class discussions.

“Live within the messiness”: how a digitally mediated inquiry community supported ELA teachers in cultivating adaptive repertoires

PurposeAdaptivity has long been recognized as a key aspect of teaching and shown to be particularly important for English Language Arts (ELA) teachers leading discussions about texts. Teachers' abilities to make such adjustments are especially important when facilitating discussions in digital contexts, as was made clear with the shift to virtual teaching caused by the COVID-19 pandemic. The purpose of this paper is to explore how the structure and process of teacher inquiry supported ELA teachers in enacting and cultivating adaptive repertoires for facilitating discussion in online contexts during the disruptions of the 2020–2021 school year.Design/methodology/approachAs an inquiry team comprising teacher-researchers from secondary and university-based contexts, the authors used practitioner inquiry methods in the context of a multi-year, multi-sited study involving, design-based and teacher-research methodologies.FindingsThis paper shows how teachers’ engagement in digital teacher inquiry groups supported their willingness to be playful and adapt their practices in response to one another, creating conditions for powerful teacher learning through relational inquiry online. This paper identified three specific relational practices that were critical for cultivating adaptive repertories in teachers’ learning with and from each other: cultivating empathy; attuning to silences and actively listening; and decentering authority across multiple platforms and modalities. The authors discuss how teachers carried these practices to and from their digital discussions with their students and with each other, demonstrating how this recursive cycle of inquiry and practice deepened their learning, relationships and adaptive repertoires.Originality/valueThe authors discuss the implications of these practices for equity-oriented and dialogic teacher learning that can transform classroom practice, illustrating the power of online teacher inquiry groups for developing ELA teachers’ adaptive expertise – something urgently important for teaching in digitally mediated contexts and through unsettled times.

“Why Can’t It Be More Like a Book Club?” Re-Visioning Writing Groups in the Classroom

Using book clubs as a mirror, this article shares how one teacher inquiry group disrupted and transformed their thinking about student writing groups.

Harnessing cost data to improve early grade reading: cost evidence from a large-scale literacy initiative in Pakistan

ABSTRACT Understanding the resources needed to deliver literacy programmes at scale is critical for improving global education. We estimate the cost of early grade literacy interventions delivered at scale in government schools in Pakistan, including several teacher professional development interventions and a suite of reading materials including tablets, workbooks, readers, and libraries. The entire package cost approximately $1,531 (2019 USD) per school. Over two years of programme delivery, the primary cost driver of this literacy programme was the management, operations, and coordination costs that enabled each component; these amounted to $765 per school, or half of the total cost. Quarterly school support visits (that is, coaching) for teachers were roughly twice the cost of face-to-face trainings and were only slightly higher cost than monthly teacher inquiry groups (that is, learning circles). Using these cost estimates, we present a framework for maximising cost-effectiveness of early grade literacy programmes by using the cost of each component to set thresholds of the relative impact on student literacy that each component should deliver to be worth the cost. These incremental cost estimates of specific interventions were utilised by the government to budget for and take up components of this literacy programme.

The ‘Teacher Research Group’ as a collaborative model of professional learning

ABSTRACT In this study, we adopted a Teacher Research Group model, a collaborative approach to teacher education that draws on the principles of numerous action research models of enquiry. More specifically, a teacher educator worked alongside an experienced physical education teacher over a three-month period to plan, teach and evaluate a series of classroom-based lessons. The Teacher Research Group adopted five teaching strategies that were thought to be significantly related to optimal learning and then refined their use in response to an evaluation of pupils’ learning in the classroom. This article outlines the context for this model, describes its application and finally reviews its value as a means of promoting shared professional learning. Adopting the Teacher Research Group model did lead to changes in teaching strategies and improvements in pupils’ learning outcomes. Moreover, the model was an effective approach to shared professional learning, one that could lead to desirable change among education professionals elsewhere.

Examining silences in an English teacher inquiry group focused on critical conversations: A facilitator's reflexive analysis

Facilitating critical conversations includes helping students unpack dominant ideologies, interrupting stereotypes, creating a context for marginalized voices, and strategizing ways for taking action. Oftentimes, that means that teachers must recognize what silences are occurring, interpret why those silences are happening, and figure out the best moves to make to either interrupt or protect that silence. As facilitators of critical conversations with teachers, we explored the silences that occurred in a teacher inquiry group focused on improving the facilitation of such dialogue in high school English classrooms. Critical discourse analysis and reflexive analysis were used to examine transcripts from those inquiry discussions. Findings suggest that privileged and veiled silences circulated, and indirect silences disrupted, race-evasive discourses with a diverse group of teachers. Implications discuss how teachers and teacher educators can engage in reflexivity, specifically in relation to how they may inadvertently support white-centered discourse, to improve their facilitation of critical conversations by using an expanded notion of silence as a tool for critical discourse analysis.

Fugitive Learning through a Teacher Inquiry Group: Urban Educators Humanizing their Classrooms & Themselves

Fugitive Learning through a Teacher Inquiry Group: Urban Educators Humanizing their Classrooms & Themselves

Teacher Change Following a Professional Development Experience in Integrating Computational Thinking into Elementary Science

Computer science and computer science education are marked by gender and racial disparities. To increase the number and diversity of students engaging in computer science, young children need opportunities to develop interest and foundational understandings, including computational thinking (CT). Accordingly, elementary teachers need to understand CT, and how to integrate it into their practice. We investigate how to best support elementary teachers in learning to integrate CT into their science teaching through a CT professional development experience for elementary teachers. The professional development consisted of two parts: a professional development workshop and a science teacher inquiry group. In this study, we sought to understand if and how teachers’ views on integrating CT into their teaching practice changed following their participation in a yearlong professional development experience on CT. Based on our analysis, we offer suggestions for future research and implications for the design of professional development for integrating CT into science education.

Facilitating teachers as action researchers and reflective practitioners: new issues and proposals

ABSTRACTIn this article I reflect on my experiences facilitating teachers as researchers and reflective practitioners and the importance of enhancing the dynamic and complementary relationship between theory, research, practice and reflection at every step of action research. Given the complexity of teachers’ participation in action research, I drew on a reflexive research-based account within a second-order process of action research to support a group of teacher-researchers to rethink their understanding of participatory education and transform their own practices. This research-based account describes the challenges faced, the decisions made, and the actions taken, all shaped by ongoing dialogues with teachers’ beliefs and practices, with the goals of action research, and with the processes of gradual transformations observed in both the teachers’ thinking and practice and in my own as a facilitator. The present study adds to the discussion of the interrelationships between theory, research, practice and reflection by providing an example of their enactment at every step of action research in order to support participatory education.

Democratizing knowledge of teaching and learning through student leadership projects

ABSTRACT The central focus of this multilayered educational action research project was three-fold: (1) to provide opportunities for public school student leadership activities grounded in participatory and youth participatory action research; (2) to support a group of teacher-researchers in practicing and innovating in participatory action research frameworks; (3) to practice linking an educational action research project in a local region to the larger movement for democratizing education knowledge production and dissemination. Project participants included 11 teacher-researchers, a staff-developer, a consultant, a university-based faculty member, and students in K-8 schools in the Lehigh Valley region of Eastern Pennsylvania USA. To move from a traditional top-down administrative and curricular decision- making model to a distributed and more democratic model of leadership, the team argues that (1) children must be permitted to play a leading role in their own learning, leading, and researching; (2) teacher offers significant advantages over traditional in-service based professional development models; and (3) in an era of increased deskilling and deprofessionalization, teachers must have the opportunity to reclaim their profession as they conduct research, create new knowledge, and share their findings publicly.

Fairies on the schoolyard: curriculum as inclusive conversation

ABSTRACT What does it mean for curriculum to be inclusive? This paper builds upon assertions that standardised, pre-determined curriculum marginalises students. This is especially harmful for students labelled with disabilities. I argue for an alternative approach to curriculum that is more fluid and inclusive than the traditional model. Describing this approach, I call on the image of a conversation: a discourse influenced by everyone, informal, and easily responsive to constant redirection. Where this model is applicable to all students, curriculum as conversation is especially needed for students labelled with disabilities. In the first part of this paper, I provide an argument for why inclusive curriculum is beneficial for everyone and flesh out the notion of conversation. In the second half, I look at how teachers in the long-term teacher inquiry group, the Brookline Teacher Research Seminar (BTRS) successfully treated curriculum as a conversation to include their students. I demonstrate how the writings of these teachers offer an extremely helpful opus of counter-narratives on inclusive conversational curricula.

“It’s Like a Puzzle With a Million Pieces”: The Productive Possibilities of Conflict in a Teacher Inquiry Group

“It’s Like a Puzzle With a Million Pieces”: The Productive Possibilities of Conflict in a Teacher Inquiry Group

Contribution au développement d’un apprentissage pédagogique en entrepreneuriat international

Afin de comprendre et de décrire le comportement d’internationalisation des entreprises, les premières recherches menées avant les années 70 se sont concentrées sur les grandes multinationales dont les stratégies d’internationalisation étaient rendues possibles par de lourds investissements. D’autres recherches concernant l’internationalisation des PME, menées aux Etats Unies et en Europe au début des années 80, ont donné lieu à des modèles comportementaux par étapes où la taille est une barrière à l’internationalisation. Or, on constate que de toute petites entreprises (TPE), nouvellement créées, inexpérimentées et avec des ressources limitées, s’internationalisent et déjouent les modèles classiques d’internationalisation en brulant les étapes. L’âge, la taille et les ressources ne sont plus des obstacles à l’internationalisation. Cela fait dire à Cavusgil (1980) que l’internationalisation graduelle des entreprises est devenue caduque. Veilleux et Ferro (2010), confirment que de nos jours, entre 1 et 2% des nouvelles entreprises sont internationales dès leur création et 76% ont des perspectives d’exportation dans les deux premières années. Et la majorité des travaux de recherche menées depuis les années 90 traite la précocité et la rapidité de cette internationalisation d’un point de vue facteurs externes à l’entreprise telle que la saturation des marchés locaux et/ou nationaux, la libéralisation des marchés internationaux ou encore les aides apportées par les gouvernements, la pression concurrentielle ; et d’un point de vue facteurs internes tel que le rôle du dirigeant et ses diverses expériences, l’appui de ses réseaux sociaux, le recours à des nouvelles technologies de communication et de production, les caractéristiques du produit. Cependant, rares sont donc les travaux qui abordent l’internationalisation de ces TPE à travers un apprentissage pédagogique en entrepreneuriat international ; apprentissage médiatisé par l’Université, permettant rapidement à ces entreprises de se positionner sur un marché international. L’objet de cette recherche est justement le questionnement de la pertinence de cet apprentissage ; et ce, à travers notre participation à la formation "Entrepreneuriat International et Développement de l’Entreprise Globale" initié par le "College of Business" de l’Université de l’Indiana (ISU). Il s’agit d’un programme de formation, proposé par le "College of Business" de l’ISU, associant des Universités appartenant aux quatre autres continents : l'Europe, l'Amérique, l'Asie, l'Afrique & l'Océanie. Un groupe mixte d’enseignants-chercheurs et de chercheurs appartenant à ces différentes Universités a bénéficié de ce programme de formation.