Search results for: Inquiry
Page 1/9 82 items
Exploring Linguistic Diversity From the Inside Out: Implications of Self-Reflexive Inquiry for Teacher Education
With a burgeoning U.S. population of emergent bilingual learners and others who use nondominant language forms, the need for language knowledge among teachers is acute. Beginning from the inside out by examining one’s own complex language uses may be a first step toward envisioning and later developing classroom cultures that support diverse language forms for diverse purposes. In all, 262 undergraduate education students used self-reflexive inquiry, documenting ways they and others use language, through language inventories, surveys, and essays. Participants were majority students of color, half bilingual. Students reported awareness of rich diversity and nuances of language uses, purposes, and fluidity across contexts. Although students often used a formal/informal contrast to describe language uses, this distinction was complicated. Understandings of language surfaced in writing as students engaged with linguistically diverse peers and situated their linguistic repertoires in sociopolitical context. Drawing on results and students’ reflections on the writings as tools, we offer implications for teacher education.
Updated: Jun. 28, 2020
Preparing Pre-service History Teachers for Organizing Inquiry-Based Learning: The Effects of an Introductory Training Program
This study examines the effects of a pre-service teacher training on inquiry-based learning (IBL) in history education. This training consisted of a workshop and an assignment that required student teachers to prepare and implement an IBL activity during their teaching internship. The findings reveal that student teachers found the workshop valuable, and afterwards felt significantly more capable to organize IBL activities in the classroom. The authors found that the workshop was also able to convince student teachers of the value of IBL. After its ending, almost all student teachers indicated that they mainly wanted to use sources for conducting full-scale investigations, whereas, previously, about half of them had held a different opinion.
Updated: Nov. 14, 2018
The Distinction between Inquiry-Based Instruction and Non-Inquiry-Based Instruction in Higher Education: A Case Study of What Happens as Inquiry in 16 Education Courses in Three Universities
This case study aims to empirically distinguish between common dimensions of inquiry-based instruction (IBI) and non-IBI dimensions. Furthermore, the authors were interested to identify the common and unique underlying dimensions of instruction that explain what kind of IBI is being provided within courses taught by instructors who describe themselves as making IBI part of their instruction. The findings reveal that IBI instructors' planning was more thorough and not directly tied to a textbook. IBI instructors scaffolded their courses through activities and evaluation of student learning.
Updated: Sep. 05, 2018
A Methodological Framework for Studying Policy-Oriented Teacher Inquiry in Qualitative Research Contexts
The purpose of this paper is to highlight the importance of policy-oriented teacher inquiry that is collaborative, theoretically driven, and methodologically well-grounded. The author proposes a methodological framework for policy-oriented teacher inquiry that highlights multilayered research approaches and collaborative inquiry. She situates her arguments and the proposed framework in the context of qualitative research and Marx’s dialectic method. The author introduces four study phases that can enable deeper and more detailed understandings of relations between individual experiences, political structures, and material environments.
Updated: Jul. 05, 2017
A Stance toward Inquiry: An Investigation of Preservice Teachers' Confidence regarding Educational Inquiry
In this article, the authors examined how well the final year of teacher preparation program (TPP) enables preservice teachers (PSTs) to develop a stance toward inquiry. The findings suggest that the PSTs demonstrated increased confidence related to a stance toward inquiry during their final, master’s year in of teacher preparation program (TPP). There were moderate increases in confidence in all three subscales of the PEBD survey. In addition, the findings suggest that while the TPP experiences prior to the completion of the inquiry project supported a beginning stance toward inquiry, there was value added to that stance from the inquiry project and associated master’s year experiences. The results suggest a shift from a more limited, student-oriented, immediate view of inquiry to a more holistic, professional, future-oriented view of inquiry.
Updated: May. 09, 2017
This work had two purposes. First, the authors wanted to organize an experience for the preservice teachers in which they would engage in inquiry into their own practice. Second, as teacher educators, they hoped to learn about their own practices and the ways they encourage an inquiry stance during student teaching. The authors conclude that introducing self-study to preservice teachers can be a way to encourage deeper understandings of practice and critique-oriented reflective experience that emerged from the data collection, analysis, and collaboration processes. The experience promoted collegial talk among groups and prompted questions about practice that reframed experiences.
Updated: Jan. 22, 2017
This self-study describes the author's transition from teacher to teacher educator. During this transition, the author explored how her beliefs about mathematics teacher education influenced the work of planning and teaching a course for the first time. The transition from teacher to teacher educator is explored through the experience of a course focused on inquiry. Inquiry is embedded within the course from two perspectives: mathematical inquiry and teaching as inquiry. The author concludes that long-term goals related to reflection, career-long learning, and professional growth were what the author felt were missing in the courses she had taken as a teacher candidate, observed as a graduate student, and worked in as a teaching assistant. The tension between the short-term goals of teacher candidates and the long-term goals of the faculty was striking.
Updated: Nov. 15, 2016
This article presents the results of a self-study of interdisciplinary work that has generated profound changes in the authors' teaching practices. The research grew out of an interest in exploring the nature of their work and the practices that contribute to its success. The findings revealed that their work process consists of five stages and is the product of careful weaving of the authors' different disciplinary lenses. The five stages are creating a collaborative environment, initial inquiry, shared inquiry, scholarly connection, and in practice and beyond.
Updated: Aug. 01, 2016
The purpose of this study was to examine the ways in which prospective teachers’ conceptions about teaching science as inquiry, and their efficacy for teaching science change across the Science Semester. Entering the Science Semester, the participants related to science as coursework they needed to complete to meet program requirements. The Science Semester was designed to provide inquiry-oriented and problem-based learning experiences, opportunities to examine socially relevant issues through cross-disciplinary perspectives. In contrast to the mixed views on their own learning, all of the participants eagerly embraced the idea that elementary science teaching should involve inquiry-based methods. The idealized image of activity-based experiences for children fulfills their goals for their future classrooms, and is congruent with their goals for a nurturing classroom environment.
Updated: Dec. 14, 2015
Teacher Enactment Patterns: How Can We Help Move All Teachers to Reform-Based Inquiry Practice Through Professional Development?
This study aimed to examine high school teachers’ beliefs about inquiry instruction and determine how their beliefs influenced their use of inquiry after a professional development program. The authors used Windschitl’s (2002) Constructivist Dilemmas framework as a framework to understand the teachers’ enactments.The authors found that the teachers were placed into four enactment categories: Integrated, Emerging, Laboratory-based, and Activity-focused.
Updated: Dec. 14, 2015