Content-based collaborative inquiry: A professional development model for sustaining educational reform

Author(s): GauseVega, C. L., Bray, M. H., Secules, T., Goldman, S. R.

Journal/Book: Educ Psychol. 2000; 35: 10 Industrial Ave, Mahwah, NJ 07430-2262, USA. Lawrence Erlbaum Assoc Inc. 207-217.

Abstract: In this article, we describe our professional development model, Content-Based Collaborative Inquiry (CBCI). The purpose of the CBCI model is to engage educators in inquiring and constructing their own knowledge as they focus on both student understanding in specific content areas and their own learning processes. We first explain the empirical foundations of CBCI. Through 3 cases we illustrate how content knowledge is developed via collaborative inquiry, originating in teachers' classrooms, and expanding to create and sustain collaborative communities of inquiry in the multiple contexts where educators work. We conclude by discussing challenges and continuing issues for efforts to support lifelong teacher learning and educational reform.

Note: Article Zech LK, Vanderbilt Univ, Learning Technol Ctr, Box 45 Peabody, Nashville,TN 37203 USA

Keyword(s): BELIEFS

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