ABSTRACT
A Teacher Round is a clinical and collaborative learning practice. Teacher Rounds reflect an effort to collaborate on learning where it matters most—in classrooms, in context. Teacher Rounds are a central learning practice in our Master of Arts in Teaching program. The experience of Master of Arts in Teaching students (MATs) helps us to understand the challenge of developing practice that integrates observation, reflection, and inquiry. MATs schedule their Rounds with their school and University mentors as much as a week ahead of time. The formal Round preparation is meant to set teacher thinking and practice, in the particular classroom, institutional, and social context, into as clear relief as possible; put differently, to draw out and clarify, if not refine, the teacher’s curricular and pedagogical thought process, and by so doing to support the development of a reflective and inquiring stance towards one’s own practice and a disposition to share and develop that stance in a professional community.
