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

(2013) TEACHERS AND TEACHING. 19(1). p.18-32
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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.
Keywords
inquiry communities, action research, INQUIRY, COMMUNITIES, professional development, dilemmas, higher education

Citation

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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.
@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},
}

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