In an article for The Conversation, Shelley Stagg Peterson (University of Toronto Ontario Institute for Studies in Education) has shared insights into a professional development model for K-12 teachers. Stagg Peterson shares her experiences with the “collaborative action research” professional development model, which gives teachers greater autonomy over their learning and development. Teachers in remote rural and Indigenous communities created an open-ended research question and collected data to discuss with Stagg Peterson and other teachers. This process helped teachers reflect on their teaching approaches and renewed their interest in teaching and staying in the profession.
The Conversation
