Practitioner inquiry partnerships offer a method of professional learning that positions teachers as experts and supports their culturally, linguistically, and racially diverse students through the cultivation of responsive pedagogical practices. This article builds on the research base around practitioner inquiry in literacy classrooms and contributes further understanding of what it looks like to partner with teachers to engage in inquiry as professional learning, how this process leads to refined literacy pedagogy and shifts toward student-centered practices, and why it is humanizing to embrace expansive notions of literacy. By attuning to sociocultural and affective approaches to literacy, the authors discuss inquiry partnerships with two teachers and provide insight into how other teachers might also engage with practitioner inquiry to refine their literacy pedagogy. The authors argue the inquiry process supports shifts in literacy pedagogy that not only help teachers navigate constraints but also lead to centering students’ responses and engagement.

中文翻译：

---

通过从业者调查伙伴关系完善扫盲教学法

从业者探究伙伴关系提供了一种专业学习方法，将教师定位为专家，并通过培养响应式教学实践来支持他们的文化、语言和种族多样化的学生。本文建立在围绕扫盲课堂从业者探究的研究基础之上，并有助于进一步了解与教师合作将探究作为专业学习的样子，这一过程如何导致精炼的扫盲教学法并转向以学生为中心的实践，以及为什么接受广泛的识字概念是人性化的。通过适应社会文化和情感的识字方法，作者讨论了与两名教师的探究合作关系，并深入了解其他教师也可能如何参与从业者探究以完善他们的识字教学法。作者认为，探究过程支持扫盲教学法的转变，不仅可以帮助教师克服限制，还可以使学生的反应和参与集中起来。