Search results for: Inquiry
Page 5/9 82 items
In this study, the authors examined whether critical reflections within the portfolio could provide evidence of teachers’ engagement in reflection-based inquiry as well as levels of development of reflection. 51 teachers who enrolled to in a graduate-level program in a college of education. Data consisted of five sets of required prompted reflections that were written for the program portfolio. Analysis of the reflections revealed that teachers’ incorporation of inquiry changed as they proceeded through the coursework.
Updated: Apr. 02, 2012
This study is examines how a critical-inquiry exercise in a social studies methods class transforms the content knowledge base related to a select group of historical figures for the preservice teachers. The findings reveal that preservice teachers have limited content knowledge bases. The author concludes that Preservice teachers must reach a level of critical consciousness before they can transform their social studies understandings and become transformative social studies educators.
Updated: Jan. 16, 2012
Chemistry Teachers’ Emerging Expertise in Inquiry Teaching: The Effect of a Professional Development Model on Beliefs and Practice
The purpose of this study was to examine the influence a yearlong inquiry professional development program had on chemistry teachers’ beliefs and use of inquiry-based teaching practices. The participants in this study were seven high school chemistry teachers who took part in a professional development program for science teachers. In conclusion, this PD program succeeded to change the ways teachers perceived their role in the classroom by the positive experiences in learning through an inquiry approach which engaged teachers to reconstruct their own chemistry content knowledge.
Updated: Jan. 03, 2012
Ambitious Pedagogy by Novice Teachers: Who Benefits From Tool-Supported Collaborative Inquiry into Practice and Why?
In this article, the authors tested the hypothesis that first-year teachers could take up forms of ambitious pedagogy under the following conditions: 1) that reform-based practices introduced in teacher preparation would be the focus of collaborative inquiry throughout the first year of teaching, 2) that participants use analyses of their students’ work as the basis of critique and change in practice, and 3) that special tools be employed that help participants hypothesize about relationships between instruction and student performance. Eleven secondary science teachers engaged in tool-supported collegial analysis of their students’ work over two years, spanning pre-service and in-service contexts.
Updated: Oct. 27, 2011
The current paper focuses on an experienced high school mathematics teacher who changed her practice without participating in planned interventions aimed at producing this change. The article reports on the nature of the teacher’s change from her perspective and an interpretation and understanding of the change from the researcher’s perspective. The article discusses three types of change that are possible depending on the level of engagement of the teacher in professional development opportunities: instrumental change, conceptual change, and foundational change.
Updated: May. 26, 2011
This article presents dispositions supporting the teaching of science as structured inquiry by four elementary candidates. Supportive dispositions included curiosity and questioning, investigating first-hand, learning together, and active learning. These dispositions supported early science teaching despite candidates limited science content knowledge, and may contribute to candidates’ further learning of science.
Updated: May. 13, 2011
The current paper discusses the value of narrative for conceptualizing and promoting teacher research and inquiry in early childhood teacher education. This paper provides an overview of essential forms and functions of narrative. In this discussion, the authors provide illustrative examples of their teaching and research with early childhood teacher researchers applying elements of narrative at the graduate level.
Updated: May. 10, 2011
The goal of this dual level inquiry was to examine the concept of teacher research as a path to professional development. Hence, the authors probe a 3-year professional development initiative known as the Master Teacher Program (MTP). The study analyzes the teacher research projects in each of two cohorts involved in the MTP initiative. Finally, the article discusses of outcomes and themes, such as increased confidence and professionalism, that emerged from this research.
Updated: May. 08, 2011
The author describes the need of the curriculum studies community to look at a new dialectic—one marked by a physics that pull ideas inward toward some centripetal center. However, there is tension between looking for unifying ideas as they articulate with a multiplicity of incommensurate ones has marked the nature of most scholarly thinking. Despite this tension, several projects have recently been launched in the field that might signal a new age for curriculum studies. These projects have opened a new dialogue that considers possibilities of finding some semblance of canon or disciplinarity in the field.
Updated: Mar. 17, 2011
Sharing Outsider Thinking: Thinking (Differently) with Deleuze in Educational Philosophy and Curriculum Inquiry
The current essay performs a number of the authors' collaborative responses to thinking (differently) with Deleuze in educational philosophy and curriculum inquiry. By exploring their work with Deleuzean conceptual creations in mind, the authors seek to move readers beyond Deleuzo-Guattarian select metaphors. The authors intend these performances to give a sense of not only the generativity that Deleuzo-Guattarian reading∼thinking has opened to them but also the affirmation such performances bestow for thinking (differently) in educational philosophy and curriculum inquiry.
Updated: Mar. 01, 2011