Ghent University Academic Bibliography

Advanced

Learning from dilemmas: teacher professional development through collaborative action and reflection

Natalie Pareja Roblin and Leonor Margalef (2013) TEACHERS AND TEACHING. 19(1). p.18-32
abstract
This article aims at describing and analysing the interpersonal and intrapersonal dilemmas experienced by a group of five university teachers as they engaged in collaborative inquiry, including the ways in which teachers managed these dilemmas and how this contributed to their professional development. The results are based on qualitative data collected through in-depth interviews, working sessions, participant observation and teacher narratives. Our findings illustrate how interpersonal and intrapersonal dilemmas co-occur when teachers engage in collaborative inquiry. Working together towards shared goals brought to the surface differences in beliefs and expectations that generated conflict and tension, which sometimes interfered with teachers’ willingness to work together. At the same time, introducing changes to their teaching practice – a major goal of inquiry communities – challenged teachers to question and revise their personal beliefs about teaching and learning, thereby triggering intrapersonal dilemmas. Our findings also confirm the key role of critical reflection for bringing these dilemmas to the surface and benefiting from the opportunities they provide for learning and change. Areas that warrant further exploration to better understand the dilemmas within inquiry communities and how to support teachers in handling them are discussed.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
inquiry communities, action research, INQUIRY, COMMUNITIES, professional development, dilemmas, higher education
journal title
TEACHERS AND TEACHING
volume
19
issue
1
pages
18 - 32
Web of Science type
Article
Web of Science id
000312539800003
JCR category
EDUCATION & EDUCATIONAL RESEARCH
JCR impact factor
0.557 (2013)
JCR rank
132/219 (2013)
JCR quartile
3 (2013)
ISSN
1354-0602
DOI
10.1080/13540602.2013.744196
language
English
UGent publication?
no
classification
A1
id
2136710
handle
http://hdl.handle.net/1854/LU-2136710
date created
2012-06-08 10:01:32
date last changed
2016-12-19 15:42:06
@article{2136710,
  abstract     = {This article aims at describing and analysing the interpersonal and intrapersonal dilemmas experienced by a group of \unmatched{fb01}ve university teachers as they engaged in collaborative inquiry, including the ways in which teachers managed these dilemmas and how this contributed to their professional development. The results are based on qualitative data collected through in-depth interviews, working sessions, participant observation and teacher narratives. Our \unmatched{fb01}ndings illustrate how interpersonal and intrapersonal dilemmas co-occur when teachers engage in collaborative inquiry. Working together towards shared goals brought to the surface differences in beliefs and expectations that generated con\unmatched{fb02}ict and tension, which sometimes interfered with teachers{\textquoteright} willingness to work together. At the same time, introducing changes to their teaching practice -- a major goal of inquiry communities -- challenged teachers to question and revise their personal beliefs about teaching and learning, thereby triggering intrapersonal dilemmas. Our \unmatched{fb01}ndings also con\unmatched{fb01}rm the key role of critical re\unmatched{fb02}ection for bringing these dilemmas to the surface and bene\unmatched{fb01}ting from the opportunities they provide for learning and change. Areas that warrant further exploration to better understand the dilemmas within inquiry communities and how to support teachers in handling them are discussed.},
  author       = {Pareja Roblin, Natalie and Margalef, Leonor},
  issn         = {1354-0602},
  journal      = {TEACHERS AND TEACHING},
  keyword      = {inquiry communities,action research,INQUIRY,COMMUNITIES,professional development,dilemmas,higher education},
  language     = {eng},
  number       = {1},
  pages        = {18--32},
  title        = {Learning from dilemmas: teacher professional development through collaborative action and reflection},
  url          = {http://dx.doi.org/10.1080/13540602.2013.744196},
  volume       = {19},
  year         = {2013},
}

Chicago
Pareja Roblin, Natalie, and Leonor Margalef. 2013. “Learning from Dilemmas: Teacher Professional Development Through Collaborative Action and Reflection.” Teachers and Teaching 19 (1): 18–32.
APA
Pareja Roblin, N., & Margalef, L. (2013). Learning from dilemmas: teacher professional development through collaborative action and reflection. TEACHERS AND TEACHING, 19(1), 18–32.
Vancouver
1.
Pareja Roblin N, Margalef L. Learning from dilemmas: teacher professional development through collaborative action and reflection. TEACHERS AND TEACHING. 2013;19(1):18–32.
MLA
Pareja Roblin, Natalie, and Leonor Margalef. “Learning from Dilemmas: Teacher Professional Development Through Collaborative Action and Reflection.” TEACHERS AND TEACHING 19.1 (2013): 18–32. Print.