Coresearching and Coreflecting: The Power of Teacher Inquiry Communities
In this chapter from On Teacher Inquiry, Diane Waff explores how her work as a teacher researcher was influenced by participation in three different teacher inquiry communities—a K–12 community focused on multicultural education, a secondary school community focused on teacher leadership, and a K–college community focused on teacher research. Dixie Goswami introduces the chapter by saying, "This chapter highlights the need to support literacy teachers who come together to investigate issues of practice that focus on race, ethnicity, class, and linguistic difference, with the goal of respecting and honoring the cultural and ethnic identities of their colleagues and students." She goes on to say, "Diane emphasizes the necessity of building collective wisdom in environments that encourage respect for the views of individuals as she demonstrates the connection between membership in successful teacher inquiry communities and supporting student learning in classroom communities."
Waff, D. (2009). Coresearching and coreflecting: The power of teacher inquiry communities. In D. Goswami, C. Lewis, M. Rutherford, & D. Waff (Eds.), On teacher inquiry: Approaches to language and literacy research (pp. 69-89). New York: Teachers College Press.
Access to this resource has been provided by Teachers College Press and the National Conference on Research in Language and Literacy (NCRLL), an NCLE Stakeholder Organization.
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