Sentence examples for teacher inquiry from inspiring English sources

Teacher research, also known as teacher inquiry or action research, is an intentional and systematic approach to educational research in which data are collected and analyzed by individual teachers in their own classrooms to improve their teaching practices (Cochran-Smith and Lytle, 1993).

We discuss the role of external support and video evidence in guiding preservice teacher inquiry.

This research contributes by uncovering important links between teacher inquiry, collaboration, and educational change.

In this paper, we present five principles underlying teacher inquiry and report a case study during which student teachers in a US teacher education programme used evidence-based decision support, an inquiry method designed to help teachers analyse and adapt their own teaching through the use of a video analysis tool.

A further confusion in understanding action research is existence of other terms on teacher inquiry and the way they are being introduced and used.

After receiving the one-year professional development, a qualitative analysis on the targeted group of teachers' inquiry curriculum design process.

In this report, we present evidence to address three questions: (1) What did inquiry look like within this community?; (2) How was collaboration implicated in teachers' inquiry?; and (3) How was engagement in inquiry related to meaningful shifts in teachers' practice and learning?

Even though the Ministry put emphasis on intensive inquiry-based approaches, there is little evidence that the ministry's new policy efforts support new teachers' inquiry-based practices in their classrooms (Kim, Tan, & Talaue, 2013).

Singapore runs on a centralized system which expects to have closer alignment in teachers' inquiry-based instruction across the nation than countries where each state has their own science curricula.

In essence, in order to enhance beginning teachers' inquiry-based or student-centered instructional practices, they need to spend more time for improving teaching practices instead of spending time on administrative tasks or classroom management (Boon & Kong, 2008).

This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers' inquiry-based practices.