Collaborative Inquiry and the Professional Development of Science Teachers
DOI :
https://doi.org/10.11575/jet.v25i3.44312Résumé
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.
Téléchargements
Publié-e
Numéro
Rubrique
Licence
The Journal of Educational Thought retains first publication rights for all articles. The Journal grants reproduction rights for noncommercial educational purposes with the provision that full acknowledgement of the work’s source be noted on each copy. The Journal will redirect to the appropriate authors any inquiries for further commercial publication of individual articles. All authors wishing to publish in JET will be asked to fill in and sign a Consent to Publish and Transfer of Copyright agreement.
Authors must affirm that any submission to JET has not been and will not be published or submitted elsewhere while under considration by JET.
