Transdisciplinary Inquiry as a Dual-Purpose Approach: Facilitating Both Educator and Student Learning

Geres-Smith, R.L. (Rhonda)
School District 79 Cowichan Valley/ University of Victoria, 2557 Beverly Street,, V9L 2X3, Duncan, British Columbia Canada

 

Submission type

Oral only

Scheduled

Room 116, 12-07-2019, 09:00 - 10:30

Keywords

Transdisciplinary Approach, Inclusion, Professional Learning, Metacognitive Strategies for Students, Applied Learning

Summary

Traditional stand and deliver methods of professional learning for educators have been criticized as being less effective. The current case study examined how a school psychologist could facilitate transdisciplinary professional learning by engaging a diverse group of educators in a collaborative inquiry process. Over six months, seven educators (two classroom teachers, an occupational therapist, a school counsellor, a special education teacher, a resource teacher for the deaf and hard of hearing, and a school psychologist) engaged in a professional learning project. They developed and implemented a series of lessons providing explicit instruction on and promoting the use of metacognitive strategies by all students in a grade 4/5 classroom. Lessons were specifically designed to be accessible to all students including those with severe hearing loss, learning disabilities, and social emotional struggles. Interviews with the educators indicated that using the transdisciplinary inquiry process as a vehicle for professional learning was time effective, fostered positive relationships amongst professionals, provided opportunity for applied learning, introduced multiple perspectives, and elicited feelings of empowerment and enthusiasm from educators. Results suggest that use of a transdisciplinary approach for professional learning may be an effective and practical method of professional development for educators. 

Auteurs