Making Space for Informal Inquiry
Inquiry as Stance in an Online Induction Network
Bibliographic Data
| ID | 4308901 |
|---|---|
| Authors | Leah A Zuidema (0000-0001-5716-3351, Dordt College, Sioux Center, IA, USA, corresponding author) |
| Year | 2012 |
| Volume | 63 |
| Issue | 2 |
| Pages | 132-146 |
| Publication date | 2012-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487111428326 |
| OpenAlex | W2154566503 |
| Language | EN |
| Citations received | 14 |
| References cited | 24 |
This study brings the concept of inquiry as stance to bear on current understandings of how inquiry occurs within online networks for teacher induction. The author presents a case study of an online network that allowed 36 new teachers to participate in informal, spontaneous conversations. Genre research is used to examine the on-network, off-network relationship of teachers' inquiry activity. Using integrated analysis of the online messages and of interviews that focused on teachers' contexts and actions, the author presents a holistic portrait of teachers' participation in informal inquiries. The online discussions allowed novice teachers to collaboratively consider new possibilities and to individually develop and reconsider their frameworks for teaching secondary English. Inquiry mentors and researchers should recognize and make space for inquiry as stance by attending to ties between new teachers' on- and off-list activities-to how teachers enact inquiry as stance within and beyond online spaces
Mathematics education · Online discussion · Pedagogy · Portrait · Sociology · Space (punctuation) · World Wide Web · Computer Science · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology · Teacher Education and Leadership Studies
Informal online communities and networks as a source of teacher professional development
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Towards a new approach to managing teacher online learning
A case study of developing student-teachers’ language awareness through online discussion forums
Knowledge construction among teachers within a community based on inquiry as stance
Relational Poetic Practice
The Nature of Selected English Teachers' Online Participation
Leading Ourselves (Tweets Optional)
The Affordances of Blogging As a Practice to Support Ninth-Grade Science Teachers' Identity Development as Leaders
Investigating the Community of Practice of World Language Educators on Twitter
Quality Teacher Education Research
Relationships of Knowledge and Practice
Chapter 8
The telling stories of novice teachers
Supporting novice elementary mathematics teachers’ induction in professional communities and providing innovative forms of pedagogical content knowledge development through information and communication technology
Group Behavior and Learning in Electronic Forums
What Are the Effects of Induction and Mentoring on Beginning Teacher Turnover
Using Wenger's Communities of Practice to Explore a New Teacher Cohort
Playing it Safe as a Novice Teacher
Safe Passages
| Citations per year | 1 |
|---|---|
| Citation span | 2012 - 2026 (15) |
| Highly cited | No |