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    Teacher Inquiry: Towards a typology of a teacher’s inquiry disposition

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    Author
    Dunn, R
    Date
    2021
    Source Title
    Professional Development in Education
    Publisher
    Informa UK Limited
    University of Melbourne Author/s
    Dunn, Ryan
    Affiliation
    Melbourne Graduate School of Education
    Metadata
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    Document Type
    Journal Article
    Citations
    Dunn, R. (2021). Teacher Inquiry: Towards a typology of a teacher’s inquiry disposition. Professional Development in Education, pp.1-15. https://doi.org/10.1080/19415257.2021.1879219.
    Access Status
    This item is currently not available from this repository
    URI
    http://hdl.handle.net/11343/258918
    DOI
    10.1080/19415257.2021.1879219
    Abstract
    This exploratory study investigated the experiences of teachers who participated in a collaborative inquiry project. This was designed to gain insights into the learning dispositions (skill, inclination and sensitivity) participants reported when undertaking this form of professional learning. The specific inquiry initiative utilised Design-based Research (DBR). Data for this mixed-method study were generated from 109 teachers in an urban school district in California. The findings indicate that some important differences exist between the way individual teachers think and act when undertaking collaborative teacher inquiry. This enabled the development of a typology of four teacher dispositions and an understanding of how we might cultivate these to enhance the impact of inquiry-based professional learning.

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