Knowledge Construction in Collaborative
Inquiry Among Teachers
How can knowledge productivity be promoted in collaborative settings? There are many approaches towards creating knowledge productivity; however, it depends greatly on the strategies that are used, as well as, the appropriate environment or setting. In a collaborative setting there are continuous tensions, personality conflicts, and lack of openness that can occur between individuals that could sidetrack the outcomes. However, there are several “building blocks” that are critical to achieving knowledge productivity: conceptual exchange through reflective dialogue, self-regulation and motivation to learn, and a commitment to collaborate.
In this article, a study team approach was used in order to look at how three groups of educational professionals worked within their groups to become knowledge-productive learners in their work environment. Study teams can offer an active, collaborative, inquiry-oriented activity for teachers. Study teams organize their own learning based on their own interests (self-regulation and motivation to learn), professional knowledge (conceptual exchange and dialogue) and point of view while working together towards a common goal (commitment to collaboration).
The study teams followed a ten step process and worked together to find answers to problems that existed at their places of work. A questionnaire was developed to evaluate their knowledge construction and productivity to determine if the “outcomes” of their professional discussions were helpful for their own practices. Regularly scheduled meetings were held for problem solving. A participant observer was also present who took notes to capture the process and write an account of the meetings. This account was used to interpret the ratings and evaluations made by the teams. Once there was a tangible product or outcome, which would end the process, the questionnaire was administered at the last meeting and analyzed for means, ranges and standard deviations.
In the end the teams did not completely met all three criteria of knowledge productivity (conceptual exchange through reflective dialogue, self-regulation and motivation to learn, and a commitment to collaborate) which may not be possible in reality, but a positive outcome could mean a new understanding and realignment of beliefs, opportunities to test and explore ideas, and new or continuous implementation of practices. As previously stated collaborative knowledge construction and productivity can be hampered by mismatched beliefs, lack of individual commitment, and absence of conceptual change. However, collaborative efforts can raise the possibility of engaging in study, inquiry and examination of existing beliefs and help put knowledge to the test. (Harm Tillema and Gert J. van der Westhuizen 2006).
This article gave me a clearer understanding about community outcomes by providing three case scenarios that take you through the professional community learning process from beginning to end, step by step and the tools, tangible and intangible that were produced and used.
No comments:
Post a Comment