Author Biography
Dr. Tracy Harper is an Assistant Professor of Reading. In addition to preparing the next generation of teachers, Tracy researches effective literacy professional learning and supports for early career teachers.
Abstract
In pursuit of more effective professional learning for early career teachers, this paper presents findings from a multiple case study of practitioner inquiry with beginning teachers. The study examined the lived experiences of Kelly, Sally, and Donna as they took up inquiry-oriented professional learning in their literacy classrooms. Over the course of a semester, the teachers identified a problem of practice, co-constructed professional learning plans, explored relevant professional learning, and implemented new literacy practices. The findings demonstrated that the individualized and responsive nature of inquiry-oriented professional learning supported the teachers in developing agency and self-efficacy as they addressed areas of dissonance in their classrooms.
DOI
https://doi.org/10.5038/2379-9951.8.2.1223
Recommended Citation
Harper, Tracy
(2023)
"Becoming Knowledgeable Agents of Change: Early Career Teachers Enacting Inquiry-Oriented Professional Learning,"
Journal of Practitioner Research: Vol. 8
:
Iss.
2
, Article 2.
https://doi.org/10.5038/2379-9951.8.2.1223
Available at: https://digitalcommons.usf.edu/jpr/vol8/iss2/2
Included in
Elementary Education and Teaching Commons, Other Teacher Education and Professional Development Commons
