On the Trail of Authentic Collaboration over Extended Time in Inquiry Classrooms: Following the Footprints of Role Diversification as Indicators That Inquiry Occurred

Autor/inn/en	Walker, Cheryl L.; Shore, Bruce M.; Tabatabai, Diana
Titel	On the Trail of Authentic Collaboration over Extended Time in Inquiry Classrooms: Following the Footprints of Role Diversification as Indicators That Inquiry Occurred
Quelle	In: Scandinavian Journal of Educational Research, 66 (2022) 6, S.936-959 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shore, Bruce M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2021.1940272
Schlagwörter	Inquiry; Active Learning; Teaching Methods; Teacher Student Relationship; Teacher Role; Student Role; Audio Equipment; Units of Study; Group Dynamics; Cooperative Learning; Elementary School Students; Foreign Countries; Action Research; Grade 5; Grade 6; Canada (Montreal) + Suchen Sie Ihr Suchwort? Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerrolle; Audio-CD; Lerneinheit; Gruppendynamik; Kooperatives Lernen; Ausland; Projektforschung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	Role diversification, the different roles participants adopt within collaborative or inquiry-based teaching and learning environments, is insufficiently understood. We observed two inquiry classroom groups, two teachers and eight students, in weekly visits over three months. Qualitative analysis of audiorecorded interactions, interviews, journals, and fieldnotes generated frequencies, nature, and adaptability of student and teacher roles across the extended instructional units, and contextual variables including classroom context, teacher and student differences, and group-work dynamics. Just one role of the many was shared between teachers and students in the situations examined. Role diversification was supported as an indicator of collaborative-inquiry engagement having occurred. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01