Can there be innovation without research? A proposal from the communities of inquiry
DOI:
https://doi.org/10.32093/ambits.v0i50.1220Keywords:
Educational inquiry, Community of inquiry, Practice-basedAbstract
Innovation, change and educational improvement should be promoted from schools through the creation of communities of inquiry. This article explains what is a community of inquiry and argued the need to promote collaboration between teachers to guarantee the sustainability of change. The master must be a professional who learn from teaching and must be developed in a context that turn it into a professional with skills for analyzing, understanding, propose and evaluate educational practices. These practices informed through their participation in communities of inquiry, in collaboration and cooperation with the rest of the teachers in processes led or accompanied by external agents and members of the management team of the centers. Finally, explain the phases of a cycle of inquiry as an opportunity for collaborative educational learning and it exemplifies the process of decision-making taken by a school.
References
Allas, R., Leijen, A. y Toom, A. (2016). Supporting the Construction of Teacher’s Practical Knowledge Through Different Interactive Formats of Oral Reflection and Written Reflection. Scandinavian Journal of Educational Research, 61(5), 600-615. doi:10.1080/00313831.2016.1172504
Altopiedi, M. y Murillo, P. (2010). Prácticas innovadoras en escuelas orientadas hacia el cambio: ámbitos y modalidades. Profesorado. Revista de Curriculum y Formación del profesorado, 14(1), 1-24.
Badia, A. y Becerril, L. (2018). Les espirals d’indagació: Un manual d’aplicació per a equips de professors.
Barcelona: Editorial UOC.
Ballenger, C. (2009). Puzzling Moments, Teachable Moments: Practicing Teacher
Research in Urban Classrooms. Practitioners Inquiry Series. New York, NY: Teachers College Press.
Butler, D. y Schnellert, L. (2012). Collaborative inquiry in teacher professional development. Teaching and Teacher Education, 28, 1206–1220.
Butler, D., Schnellert, L. y Mac Neil, K. (2015). Collaborative inquiry and distributed agency in educational change: A case study of a multi-level community of inquiry. Journal of Educational Change, 16(1), 1-26.
Butler, D., Schnellert, L. y Perry, N. (2015). Developing Self-regulating Learners. Toronto: Pearson.
Chavarria, X. (Coord). (2018). Què és innovar en educació al S.XXI? Barcelona: Horsori.
Cochran-Smith, M. y Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. New York: Teachers College Press.
Cook, B.G., Smith, G.J. y Tankersley, M. (2012). Evidence-based practices in education. A K. R. Harris, S. Graham y T. Urdan, (Eds.). Theories, Constructs, and Critical Issues, APA Educational Psychology Handbook, vol. 1, (pp. 495–528). Washington, D.C.: American Psychological Association.
Cordingley, P., Rundell, B. y Bell, M. (2003). How does CPD affect teaching and learning? Issues in systematic reviewing from a practitioner perspective. Paper presentat al British Educational Research Association Annual Conference, Heriot-Watt University, Edinburgh, 11-13 septiembre. Disponible en http://www.leeds.ac.uk/educol/documents/00003231.htm
Darling-Hammond, L. (2017) Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291-309. doi: 10.1080/02619768.2017.1315399
Fullan, M. (2008). The six secrets of change. San Francisco: Jossey-Bass.
Guskey, T.R. (2000). Evaluating Professional Development .California: Corwin Press.
Hargreaves, A. (ed.) (2005). International Handbook of Educational Change. The Netherlands: Springter.
Hopkins, D. (2000). Power ful Learning, Power ful Teaching and Power ful Schools. Journal of Educational Change, 1(2), 135-154.
Instance, D. (2018). Manual per a entorns d’aprenentatge innovadors. Barcelona: Editorial UOC.
Jenkins, A. y Healey, M. (2009). Developing the student as a researcher through the curriculum. Innovations in Practice, 2(1), 3-15.
Johnson, B. y Christensen, L. (2008). Educational research: Quantitative, qualitative, and mixed approaches. United States, US: Sage.
Kaser, L. y Halbert, J. (2009). Leadership Mindsets: Innovation and Learning in the Transformation of Schools. New York: Rout ledge.
Kaser, L. y J. Halbert. (2017). The Spiral Playbook: Liderar amb mentalitat indagadora a sistemes educatius i escoles. C21 Canadà. Disponible a https://drive.google.com/file/d/1G_K53EhA1A91RJtOat6ajt0LWaLPY7Gk/view
Ketelaar, E., Koopman, M., Den Brok, P., Beijaard, D. y Boshuizen, H. (2014). Teachers’ learning experiences in relation to the irownership, sense- making and agency. Teachers and Teaching, 20 (3), 314-337.
doi: 10.1080/13540602.2013.848523
Kynäslahti, H., Kansanen, P., Jyrhämä, R., Krokfors, L., Maaranen, K. y Toom, A. (2006). The multimode programme as a variation of research-based teacher education. Teaching and Teacher Education, 22(2), 246-256.
Liesa, E., Castelló, M. y Becerril, L. (2018). Nueva escuela ¿nuevos aprendizajes? Revista de Estudios y Experiencias en Educación, 2, 15-29.
Lock, J. y Johnson, C. (2017). From Assumptions to Practice: Creating and Supporting Robust Online Collaborative Learning. International Journal on E-Learning, 16(1), 47-66.
Luttenberg, J., Meijer, P. y Oolbekkink-Marchand, H. (2016). Under standing the complexity of teacher reflection in action research. Educational Action Research, 25(1), 88-102. doi: 10.1080/09650792.2015.1136230
Maaranen, K. y Krokfors, L. (2008). Researching pupils, schools and oneself. Teachers as integrators of theory and practice in initial teacher education. Journal of Education for Teaching, 34(3), 207-222. doi:10.1080/02607470802213825
Miller, L. (2005). Redefining Teachers, Reculturing Schools: connections, commitments and challenges. AA. Hargreaves, Extending Educational Change. International Handbook of Educational Change (pp. 529-543). The Netherlands: Springer.
Morrell, E. (2004). Legitimate peripheral participation as professional development: Lessons from a summer research seminar. Teacher Education Quarterly, 32(1), 89-99.
OECD (2011). Building a high-quality teaching profession, lessons from around the world. París, Francia: OECD Publishing.
OECD, OIE-UNESCO y UNICEF LACRO (2016). La naturaleza del aprendizaje: Usando la investigación para inspirar la práctica. París, Francia: OECD Publishing.
Parkison, P. T. (2009). Field-based presser vice teacher research: Facilitating reflective professional practice. Teachingand Teacher Education, 25(6), 798-804.
Peters, M. T. y Heron, T. E. (1993). When the best is not good enough: An examination of best practice. The Journal of Special Education, 26(4), 371-385.
Reid, A. y Lucas, B. (2010). Promoting a culture of inquiry in schools y education systems. A B. Prosser, B. Lucas i A. Reid (Eds.), Connecting lives and learning: renewing pedagogy in the middle years(pp. 175-187). Adelaide: Wakefield Press.
Santos Guerra, M. A. (2001). Enseñar o el oficio de aprender. Rosario, Santa Fe: Homo.
Schnellert, L. y Butler, D. (2014). Collaborative inquiry: Empowering teachers in their professional development. Education Canada, 54(5), 42-44.
Taylor, M., Goeke, J., Klein, E., Onore, C. y Geist, K. (2011). Changing leadership: Teachers lead the way for schools that learn. Teaching and Teacher Education, 27(5), 920-929.
Timperley, H., Kaser, L. y Halbert, J. (2014). A framework for transforming learning in schools: Innovation and the spiral of inquiry. Centre for Strategic Education, Seminar Series Paper, 234.
Toom, A. (2018) School culture, leader ship and relation ships matter. Teachers and Teaching, 24(7), 745-748, DOI. doi: 10.1080/13540602.2018.1503855
Zeichner, K. (2008). A critical analysis of reflection as a goal for teacher education. Educação&Sociedade, 29, 535-554.
Williams, J., y Power, K. (2010). Examining teacher educator practice and identity through core reflection. Studying Teacher Education, 6(2), 115-130.
Downloads
Published
Issue
Section
License
The authors maintain their copyright and give the right to the first publication of the work to the journal, registered under a Creative Commons Attribution-Non Commercial-NoDerivs license. This license allows others to download the works and to share them with others as long as they credit the author, but it does not allow for any kind of modification or commercial use.
