Type of Document Dissertation Author Pendergraft, Elizabeth Murray Author's Email Address bpendergraft@aug.edu URN etd-11202007-184211 Title Teacher Inquiry in a Professional Development School Environment Degree Ph.D. Department Middle-Secondary Education and Instructional Technology Advisory Committee
Advisor Name Title Joyce E. Many Committee Chair Dana L. Fox Committee Member Kezia McNeal Committee Member Lori Elliott Committee Member Keywords
- teacher inquiry
- professional development schools
- simultaneous renewal
- teacher study groups
- teacher education
- preservice teachers
Date of Defense 2007-10-22 Availability unrestricted Abstract The purpose of this qualitative study was to examine interactions that occurred as nine teachers and one principal in a professional development school (PDS) participated in teacher inquiry. Dewey’s (1938) Theory of Inquiry describing the acquisition of knowledge through logic provided the theoretical framework to support the design of this study. In addition, Vygotsky’s (1986) sociocultural theory was used to better understand the interactive nature of inquiry groups and the social aspect of learning involved in inquiry. This study was guided by four questions: (1) What is the process that teachers in a PDS environment go through as they work through the inquiry process? (2) How do teachers in a PDS environment conceptualize the inquiry project? (3) What factors encourage or inhibit participation by group members in the inquiry process? (4) What factors influence the implementation of the recommendations of inquiry projects?
The researcher, who was also a faculty member of the partner university, served as a participant observer.
Data sources included in-depth interviews, researcher’s reflections and field notes from each inquiry meeting, observations of the inquiry meetings, and the data collected during the actual inquiry process (Schensul, Schensul, & LeCompte, 1999). Data were analyzed using the constant-comparative method (Glasser & Strauss, 1967). Confidence
in the results was established through prolonged engagement and persistent observation over a period of nine months.
The teachers conceptualized the inquiry project in three ways: as an action plan, an investigation, or an opportunity for learning. The roles of the university were identified as one of support and networking. Participation was influenced by the incentive of professional development units and an interest in the topic. Finally, the implementation of the inquiry project was influenced by outside agencies, support of administrators, and the relevance of the topic.
Recognizing teachers’ conceptualization of the inquiry process and what motivates teachers to participate will enable university faculties to support teachers as they embark on inquiry projects. Understanding the process that teachers go through and what factors support or inhibit the implementation of inquiry projects will enable universities to support professional development schools as they develop and implement inquiry projects.
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