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Professional Collaboration as Responsive Pedagogy

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Author
Brown, Barb
Eaton, Sarah
Dressler, Roswita
Jacobsen, Michele
Faculty
Werklund School of Education
Accessioned
2015-08-10T19:53:34Z
Available
2015-08-10T19:53:34Z
Issued
2015-06
Subject
Action research
Collaboration
Professional learning
Reflective practitioner
Type
unknown
Metadata
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Abstract
In this paper, action research is explored as a process for professional learning and collaboration among post secondary teachers. Qualitative data from reflective journals maintained by instructors who taught multiple sections of a masters research course over a two-year period informed the exploration of responsive pedagogy. Action research is discussed as a methodology used by instructors to reflect on practice in order to engage in continuous quality improvement of learning in higher education. The authors share how action research proved to be a valuable methodology used to guide this reflective experience and can be used to inform ongoing instructional design processes and future research.
Refereed
No
Citation
Brown, B., Eaton, S., Dressler, R. & Jacobsen, M. "Professional Collaboration as Responsive Pedagogy" (2015). In Preciado Babb, P., Takeuchi, M., & Lock, J. (Eds.). Proceedings of the IDEAS: Designing Responsive Pedagogy Conference, pp. 101-108. Calgary, Canada: Werklund School of Education, University of Calgary.
Faculty
Werklund School of Education
Institution
University of Calgary
Url
https://werklund.ucalgary.ca/ideas/
Publisher
University of Calgary
Doi
http://dx.doi.org/10.11575/PRISM/5314
Uri
http://hdl.handle.net/1880/50864
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  • IDEAS Conference

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