Reflections on Collaborative Inquiry in Cyprus: Lessons for Researchers and Practitioners

Autor/inn/en	Angelides, Panayiotis; Gibbs, Paul
Titel	Reflections on Collaborative Inquiry in Cyprus: Lessons for Researchers and Practitioners
Quelle	In: Teacher Development, 11 (2007) 1, S.59-75 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
Schlagwörter	Teacher Effectiveness; Investigations; Research Projects; Experience; Ability Grouping; Educational Change; Foreign Countries; Researchers; Inservice Teacher Education; Cooperation; Case Studies; Reflection; Educational Improvement; Research Methodology; Experiential Learning; Cyprus + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Untersuchung; Forschungsvorhaben; Erfahrung; Homogene Gruppierung; Niveaugruppierung; Streaming; Bildungsreform; Ausland; Researcher; Forscher; Lehrerfortbildung; Co-operation; Kooperation; Case study; Fallstudie; Case Study; Teaching improvement; Unterrichtsentwicklung; Research method; Forschungsmethode; Experiental learning; Erfahrungsorientiertes Lernen; Zypern
Abstract	Effective teaching in mixed ability classes has dominated much of the Cyprus government's agenda for educational reform. However, there remains widespread dissatisfaction with Cyprus teachers' ability to teach in mixed ability classes. A factor behind the unsuccessful attempts of the Ministry of Education and Culture to improve teaching in mixed ability classes is that little attention is paid to the method of supporting teachers during in-service training and to the development of a praxis of educating where the skills of action learning as a professional practitioner upon one's own practice and in collaboration with others are seen as central to a teacher's continued professional development. In this paper, the authors reflect on their experiences from different research projects which were designed and implemented following collaborative inquiry, not only for experienced researchers who act as critical friends to schools but also for practitioners who want to carry out investigations in their school context and to improve their teaching in mixed ability classes. The authors first analyse what they mean by collaborative inquiry, and then present the advantages and difficulties of this sort of research as they have seen them through their experiences in the research projects they were involved in within the trusted community of joint and shared revelation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10