Appendix 3: Value 3 Introduction These articles were chosen because they align with the third Te Ariki value, Reflective inquiry and discourse. An outline of each article is provided below, followed by a short rationale at the end, which justifies the choice of articles. Reference Kaser, L., & Halbert, J. (2014). Creating and sustaining inquiry spaces for teacher learning and system transformation. European Journal of Education, 49(2), 206-217. doi:10.1111/ejed.12079
Nicolaides, A., & Dzubinski, L. (2016). Collaborative developmental action inquiry: An opportunity for transformative learning to occur?
Abstract Over a 15-year period, one Western Canadian province, British Columbia, has been exploring the potential of inquiry learning networks to deepen teacher professional learning and to influence the system as a whole. During this time, we have learned a great deal about shifting practice through inquiry networks. In this article, we provide a description of the key features of the inquiry framework that has evolved through this work, offer suggestions for creating and sustaining influential educator networks and provide some observations about how this approach is shifting practices at the classroom, school, university and policy levels.
Life in the 21st century is increasingly complex, paradoxical, and ambiguous, bringing into question the ways that graduate adult education programs function. In this article, we describe an action research study involving the method of collaborative developmental action inquiry conducted with key stakeholders of a program in adult education at a research one university. Collaborative developmental action inquiry
Comments Canadian Context Theoretical Paper Authors propose six key factors for transforming school systems: 1) Shared focus and purpose; 2) collaborative inquiry; 3) trusting relationships; 4) persistent leadership; 5) active evidenceseeking, and; 6) interdependent connections between PLCs In addition, key learning principles are also discussed (e.g., emotions, individuality, and assessment) ‘Spiral of inquiry’ model (Timperely, Kaser, & Halbert, 2014) is also discussed Very good paper which outlines pertinent factors for teacher inquiry U.S Context Qualitative study that involved University students, professors, and supervisors in one setting
72
