Taking Teacher Inquiry into Higher Education: A Dialogue in Four Parts

Brianna L. Kennedy; Nancy Fichtman Dana

doi:10.1080/87567555.2021.1907528

Taking Teacher Inquiry into Higher Education: A Dialogue in Four Parts

Brianna L. Kennedy^*
, Nancy Fichtman Dana

^*Corresponding author for this work

University of Florida

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

Practitioner inquiry methodology, applied in primary and secondary schools worldwide, provides a structure for systematic study of an instructor's own teaching practice in order to address a self-identified instructional dilemma. This methodology holds promise for improving teaching in higher education as well. In this dialogue, two faculty members at research institutions discuss, and give an example of, how practitioner inquiry can improve the scholarship of teaching and learning in higher education.

Original language	English
Pages (from-to)	111-118
Number of pages	8
Journal	College Teaching
Volume	70
Issue number	1
DOIs	https://doi.org/10.1080/87567555.2021.1907528
Publication status	Published - 2022

Bibliographical note

Publisher Copyright:
© 2021 The Author(s). Published with license by Taylor & Francis Group, LLC.

Keywords

Faculty roles
pedagogical content knowledge
practitioner inquiry
scholarship of teaching and learning

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10.1080/87567555.2021.1907528Licence: CC BY-NC-ND

Taking Teacher Inquiry into Higher Education A Dialogue in Four PartsFinal published version, 1.07 MBLicence: CC BY-NC-ND

Cite this

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Taking Teacher Inquiry into Higher Education: A Dialogue in Four Parts

Abstract

Bibliographical note

Keywords

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