کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
374235 | 622482 | 2013 | 9 صفحه PDF | دانلود رایگان |

This study explores the process of teachers' knowledge construction within a community designed based on the concept of inquiry as stance. Through close examination of three teachers' activities, the study investigates how teachers adapt and respond to such a community, whether their inquiry actually generates knowledge, and how it relates to their teaching practice. The findings demonstrate that inquiry as stance can serve as a framework for understanding how teachers can generate knowledge. However, the study contends that effort must be made if teachers are to assume an inquiry stance within their communities.
► Intervention played an important role in the knowledge construction of teachers.
► The knowledge generated within the community closely related to teaching practice.
► Teachers presented differences in the degree of knowledge productivity.
Journal: Teaching and Teacher Education - Volume 29, January 2013, Pages 188–196