Title

Understanding the Teacher’s Role in a Knowledge Community and Inquiry Curriculum

Statement of the problem

1. What is the teacher’s role in KCI curriculum?

a. What roles are designed – implicitly or explicitly – into the curriculum? b. What roles are actually
enacted by teachers in the implementation of the designed KCI curriculum?

2. What are the patterns of the teacher-students interaction in the KCI climate change curriculum?

3. Do the patterns of the teachers’ interaction with students correspond to their knowledge of KCI or
other relevant background knowledge?

Citation
Zhao, N. (2015). Understanding the Teacher’s Role in a Knowledge Community and Inquiry Curriculum.
https://tspace.library.utoronto.ca/bitstream/1807/71433/1/Zhao_Naxin_201511_PhD_thesis.pdf

Methods
Applied two specific techniques in these four analyses: (a) an open coding procedure, based on the
grounded theory research method (Strauss & Corbin, 1998) and (b) a content analysis on text and video
data (Chi, 1997; Krippendorff, 2004).

Results
As described in Chapter 3, the dissertation study draws upon four analyses. The first is an analysis of the
design itself (i.e., before any enactment), to capture what the co-design team envisioned, at the outset,
as being the teacher’s role in a KCI curriculum. The second is an analysis of the three participating
teachers’ knowledge and prior experience at the time they began the enactment. Next is an enactment
analysis, to capture what actually occurred in the classroom (i.e., the teacher’s actual role). Finally, I
present an analysis of teacher-student interactions in the classroom, to add detail to our understanding
of the teacher’s role in KCI. Four major sections below address each of these analyses in turn.
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