Collaborative Inquiry: A Professional Learning Approach for Middle School Mathematics Teachers
This grounded theory study used the collaborative inquiry approach to deliver on-site built-in professional learning opportunities for middle school year teachers during their programmed year level planning time to discuss, deliberate and share pedagogical practices so as to grow their professional...
| Main Author: | |
|---|---|
| Format: | Thesis |
| Published: |
Curtin University
2016
|
| Online Access: | http://hdl.handle.net/20.500.11937/59677 |
| _version_ | 1848760543581569024 |
|---|---|
| author | Wong, Tsae |
| author_facet | Wong, Tsae |
| author_sort | Wong, Tsae |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This grounded theory study used the collaborative inquiry approach to deliver on-site built-in professional learning opportunities for middle school year teachers during their programmed year level planning time to discuss, deliberate and share pedagogical practices so as to grow their professional practice. The findings of this research ascertained the importance of such an on-site built-in professional learning model which found to be effective in developing a shared positive teachers’ disposition and to initiate pedagogical change. |
| first_indexed | 2025-11-14T10:17:27Z |
| format | Thesis |
| id | curtin-20.500.11937-59677 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T10:17:27Z |
| publishDate | 2016 |
| publisher | Curtin University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-596772017-12-20T01:59:06Z Collaborative Inquiry: A Professional Learning Approach for Middle School Mathematics Teachers Wong, Tsae This grounded theory study used the collaborative inquiry approach to deliver on-site built-in professional learning opportunities for middle school year teachers during their programmed year level planning time to discuss, deliberate and share pedagogical practices so as to grow their professional practice. The findings of this research ascertained the importance of such an on-site built-in professional learning model which found to be effective in developing a shared positive teachers’ disposition and to initiate pedagogical change. 2016 Thesis http://hdl.handle.net/20.500.11937/59677 Curtin University fulltext |
| spellingShingle | Wong, Tsae Collaborative Inquiry: A Professional Learning Approach for Middle School Mathematics Teachers |
| title | Collaborative Inquiry: A Professional Learning Approach for Middle School Mathematics Teachers |
| title_full | Collaborative Inquiry: A Professional Learning Approach for Middle School Mathematics Teachers |
| title_fullStr | Collaborative Inquiry: A Professional Learning Approach for Middle School Mathematics Teachers |
| title_full_unstemmed | Collaborative Inquiry: A Professional Learning Approach for Middle School Mathematics Teachers |
| title_short | Collaborative Inquiry: A Professional Learning Approach for Middle School Mathematics Teachers |
| title_sort | collaborative inquiry: a professional learning approach for middle school mathematics teachers |
| url | http://hdl.handle.net/20.500.11937/59677 |