This study sought to determine how three teachers experienced learning when engaged in ongoing reflective inquiry regarding their teaching beliefs, teaching behaviors, and the comparison of those beliefs and behaviors. Three case studies describe teachers writing educational platforms, comparing their platforms to their classroom behaviors, and engaging in efforts to align their teaching with their beliefs. Five professional learning frameworks supported the teachers in their reflective inquiry: action research, a critical friend, reflective writing, a collegial support group and clinical supervision. The critical friend met teachers in individual meetings to discuss the inquiry process, facilitated their collegial support group meetings and conducted non-evaluative clinical supervision cycles for each teacher. Data collected for the study included transcribed audio recordings of the critical friend’s individual meetings with teachers, post-observation conferences, and collegial support group meetings. Additional data included the teachers’ educational platforms, action research game plans, classroom observation data, and reflective journals. Data for each teacher were analyzed and triangulated to develop individual cases, and a cross-case comparison identified group themes. Although they progressed through the inquiry process in different ways and at different tempos, all three teachers experienced cognitive dissonance that led to a commitment to align their beliefs and behaviors.
Recommended CitationSolis, Rachel and Gordon, Stephen P.. (2020). Integrating Multiple Professional Learning Frameworks to Assist Teachers’ Reflective Inquiry. i.e.: inquiry in education: Vol. 12: Iss. 1, Article 12.
Retrieved from: https://digitalcommons.nl.edu/ie/vol12/iss1/12