Collaborative Inquiry and the Professional Development of Science Teachers
DOI:
https://doi.org/10.11575/jet.v25i3.44312Abstract
In this article I argue that the nature and meaning of collaborative relationships
are highly dependent upon the particular, practical settings in which they occur.
To obtain a better understanding of a claim that a given project is collaborative,
that claim must be examined in view of the specific purposes, processes, and
relationships engendered by that project. To illustrate this argument I describe
an on-going, science teacher development project and outline the fundamental
postulates on which the project was based. Both a practical and a theoretical
rationale are advanced to explain why a form of collaborative inquiry was
essential to the project. A set of general principles linking the various types of
collaborative relationships found in the project is identified and discussed.
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