Professional Collaboration as Responsive Pedagogy

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dc.contributor.authorBrown, Barb
dc.contributor.authorEaton, Sarah
dc.contributor.authorDressler, Roswita
dc.contributor.authorJacobsen, Michele
dc.contributor.facultyWerklund School of Education
dc.date.accessioned2015-08-10T19:53:34Z
dc.date.available2015-08-10T19:53:34Z
dc.date.issued2015-06
dc.description.abstractIn 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.en_US
dc.description.refereedNoen_US
dc.identifier.citationBrown, 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.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/5314
dc.identifier.isbn978-0-88953-384-4
dc.identifier.urihttp://hdl.handle.net/1880/50864
dc.languageen
dc.language.isoenen_US
dc.publisherUniversity of Calgaryen_US
dc.publisher.facultyWerklund School of Education
dc.publisher.institutionUniversity of Calgary
dc.publisher.urlhttps://werklund.ucalgary.ca/ideas/en_US
dc.subjectAction researchen_US
dc.subjectCollaborationen_US
dc.subjectProfessional learningen_US
dc.subjectReflective practitioneren_US
dc.titleProfessional Collaboration as Responsive Pedagogyen_US
dc.typeunknown
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