Our Journey with the ATE Inquiry Initiative: Growing into Our Role as Disruptors

Autor/inn/en	Gonzalez, Charles H.; Burgin, Ximena D.; Oamek, Kimberly; Byrd, Marie; Mayhall, Dana; Hunt, Carolyn S.; Horn, Suzanne
Titel	Our Journey with the ATE Inquiry Initiative: Growing into Our Role as Disruptors
Quelle	In: Teacher Educators' Journal, 16 (2023) 2, S.3-20 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Equal Education; Expertise; Groups; Inquiry; Teachers + Suchen Sie Ihr Suchwort? Expert appraisal; Lehrer; Lehrerin; Lehrende
Abstract	The Inquiry Initiative, launched by the Association of Teacher Educators (ATE) in the summer of 2022, brought together faculty experts from across the nation to collaborate on issues of equity in education. Our group was tasked with considering how we--and others in the field of education--might promote equity in education by disrupting existing social and educational inequities. Each member of our group brought a wealth of experiences, knowledge, and skills to this ambitious and daunting task. In this paper, we use group formation theory as a lens to examine and reflect on the beginning stages of our group's journey and consider what lies ahead for us as we continue on this journey together. (As Provided).
Anmerkungen	Association of Teacher Educators in Virginia. Shenandoah University, Winchester, VA 22601. e-mail: ehthomps@ehc.edu; Web site: https://www.ateva.org/journal-1/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01