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Utilizing Collaborative Teacher Inquiry to Enhance Daily Teaching Practices in K-12 Classrooms

Utilizing Collaborative Teacher Inquiry to Enhance Daily Teaching Practices in K-12 Classrooms
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Author(s): Kristin A. Kurtzworth-Keen (Canisius College, USA)and Kelly A. Harper (Canisius College, USA)
Copyright: 2021
Volume: 4
Issue: 1
Pages: 13
Source title: International Journal of Teacher Education and Professional Development (IJTEPD)
Editor(s)-in-Chief: Molly Y. Zhou (Dalton State College, USA)
DOI: 10.4018/IJTEPD.2021010102

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Abstract

This article describes an inquiry-based research study focused on teacher professional development and utilizing evidence-based practices in everyday teaching to enhance learning opportunities for students in linguistically and culturally diverse classrooms. During a year-long professional development series entitled Embracing All Children: Addressing Cultural and Linguistic Diversity in Our Schools teachers were provided with an inquiry-based framework to apply evidence-based practices presented during professional development sessions into their daily teaching. Teachers gained knowledge of evidence-based practices during monthly sessions while simultaneously participating in collaborative teacher inquiry research groups. The teachers applied new instructional methods in their daily practices while utilizing an inquiry-based action research model to monitor and self-evaluate the effectiveness of their teaching. The findings suggest professional development paired with ongoing opportunities for collaborative teacher inquiry can move evidence-based practices into everyday teaching.

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