Facilitating collaborative reflective inquiry amongst teachers: What do we currently know?

نویسندگان

چکیده

Abstract Collaborative teacher learning is thought to improve teaching practice and student outcomes. Key such Reflective Professional Inquiry (RPI); seen as vital if practitioners are engage effectively with new knowledge ideas. Yet RPI under-conceptualised little known about how facilitate effective RPI. With this study we in a meta-narrative literature review, covering range of disciplines (including education, medicine, psychology), an attempt fill these gaps. Findings indicate that there no existing interventions designed foster have been rigorously evaluated. Consequently, approaches could be employed part collaborative learning, the expectation or outcomes will subsequently improve.

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ژورنال

عنوان ژورنال: International Journal of Educational Research

سال: 2021

ISSN: ['1595-8485']

DOI: https://doi.org/10.1016/j.ijer.2020.101695