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. 2023 May 15:7:70.
doi: 10.12688/gatesopenres.14168.1. eCollection 2023.

Teaching without boundaries: interviews exploring the adaptation of collaborative inquiry to the American context

Olivia G Carr  1   2 , Xiu Cravens  1
Affiliations

Teaching without boundaries: interviews exploring the adaptation of collaborative inquiry to the American context

Olivia G Carr et al. Gates Open Res. .

Abstract

Purpose: This study qualitatively examines the efforts of implementing teacher-led collaborative inquiry in American public schools to improve instruction. We focus on a model called Teacher Peer Excellence Group (TPEG), designed to capture the essence of Japanese lesson study and Chinese teaching-study groups that involve lesson planning, peer observations, feedback, and revision.

Methods: We conduct qualitative case studies in three pilot schools using a constructivist research paradigm.

Findings: We identify action steps essential to introducing and sustaining the TPEG model and pathways to local adaptation.

Implications for research and practice: The study contributes to the body of research that seeks to understand the role of instructional leadership and teacher decision-making in successful school-level initiatives.

Keywords: TPEG; collaboration; inquiry; lesson study; policy adoption; teachers.

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Conflict of interest statement

No competing interests were disclosed.

Figures

Figure 1.
Figure 1.. the TPEG collaborative inquiry cycle.
See this image and copyright information in PMC

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