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The power of teacher inquiry is revealed when educators examine their practices with the purpose of making necessary changes to improve the learning opportunities of their multilingual students, and working conditions in schools. Dr. Nevárez-La Torre, proposes a model for conducting classroom inquiry that teachers may follow to pursue important questions about their practice and multilingual students’ learning process.
There are eight chapters in this book divided into three sections. The first section introduces the idea for the book a model for using teacher inquiry as a tool for professional development. The second section includes the analyses of the trajectory followed by three teachers into using teacher inquiry to grow as professionals in ESL and bilingual classrooms. The third section of the book situates professional development using teacher inquiry within a broader theoretical framework and examines some key implications of this work for the education of in-service and pre-service teachers.
Acknowledgments
Preface
Section I. Introduction to Learning from Inquiry as Professional Development
Chapter 1. Introduction: My Pathway Into Teacher Inquiry
Chapter 2. Investigating Classroom Practice and Learning From It: A Teacher Inquiry Model (TI Model)
Section II. Teacher Inquiry in Action
Chapter 3. Rethinking ESL: An ESL Teacher Works With a Transient Child
Chapter 4. Learning Among Educators
Chapter 5. A Bilingual Reading Specialist Path to Challenging the Curriculum
Chapter 6. The Magic Words "Research Shows": A Bilingual Teacher Learns From her Students' Parents
Section III. Understanding Teacher Inquiry. Its Power and Its Future
Chapter 7. Understanding Teacher Inquiry
Chapter 8. Looking Ahead: Teacher-Centered Professional Development and Transformation