Negotiating epistemological challenges in thinking and practice: A case study of a literacy and inquiry tool as a mediator of professional conversation |
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| Authors: | Mark Baildon James Damico |
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| Institution: | aHumanities and Social Studies Education 3-03-149B, National Institute of Education, NTU, 1 Nanyang Walk, 637616 Singapore;bIndiana University, Language Education, W.W. Wright School of Education, 201 N. Rose Ave., Bloomington, IN 47405, USA |
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| Abstract: | This study examines how a Humanities team engaged in professional conversation to refine and implement a literacy and inquiry tool in an Asian Studies curriculum. Drawing on socio-cultural perspectives of teacher learning and theories of tools as mediators of action, this case study investigates the ways this community of practice discussed their understandings of contexts, curriculum, and classroom practice to implement the literacy and inquiry tool. Such practices hold promise for the design of professional learning experiences where teachers engage in conversations about key tools they can use in their practice and assume more control of their own professional learning. |
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| Keywords: | School-based teacher education Teacher learning Professional development Collaborative inquiry Community of practice Socio-cultural theory |
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