When Teachers Have Time to Talk: The Value of Curricular Conversations

Follow the four-year journey of the Center for Inquiry as teachers, administrators, and university partners engage in professional inquiry.The Center for Inquiry was formed as a collaboration between Richland School District #2 and the University of South Carolina. This story chronicles the evolution of this collaborative teacher study group program and provides an analysis of the curricular conversations that took place. The lessons learned from this study group have the potential to inform and transform professional conversations in other diverse settings.