Search results for: Inquiry
Page 8/9 84 items
The paper describes two groups of new teachers who experienced the inquiry-based programs of support in which they participated as silencing and uncritical.In each study, the new teachers worked to reclaim voice and agency through dialectic inquiry. The authors characterize this inquiry as local, self-reflexive, and able to embrace the tensions that mark many teaching situations. Given the nature of teaching as a profession, the authors argue that dialectic inquiry can help new teachers develop important attributes of agency and critique.
Updated: Mar. 16, 2009
A capstone electronic portfolio, usually focused on summative assessment, was altered for preservice social studies teachers to include video-based formative e-portfolio assessment. Using a case-study design with three participants, the authors found that use of video artifacts facilitated reflection. It also supported inquiry into classroom success and failure and influenced self-improvement plans.
Updated: Mar. 11, 2009
Arts-informed inquiry has attracted a great deal of controversy in recent times as it has gained popularity as an educational research methodology in teacher education. The paper suggests principles for its use in exploring relevant questions in teacher education research and investigates some of the issues that have been used to challenge its integrity.
Updated: Mar. 09, 2009
In this paper, the curriculum workshop (CW) is elaborated as an approach to professional learning, deliberation and inquiry. It offers a comprehensive framework for school-based deliberation and inquiry. This approach is rooted in curriculum theory, promises a broad range of applications in teacher education and provides tools to assess the trustworthiness of processes and outcomes.
Updated: Mar. 09, 2009
The article examines student and teachers expectations and experiences in a reading undergraduate teacher education course. Students in the course were middle-school education majors and speech pathology majors; the educational backgrounds and identities of these students presented lack of fit with each other and, for some, with the inquiry-based nature of the course pedagogy.
Updated: Nov. 26, 2008
This article introduces conversations and stories as data which I reproduced in response to the research questions, dreams, memory work and collective biography workshops with my participants. The article rechoreographs the process that enabled storytelling to emerge as a method of inquiry and a mode of representing the research.
Updated: Oct. 22, 2008
The article describes experiences on narrative inquiry and memoirs for experienced early childhood educators. The author recounts the steps he took in selecting reading texts and activities for the course, and emphasizes the value of using poetry as a form of narrative for helping early childhood educators represent and understand key experiences and influences in their personal and professional lives.
Updated: Sep. 04, 2008
The study explores the term 'inquiry' to promote social justice in practical and theoretical knowledge for preservice teachers. It led the teachers to reflect on ideals of social justice with regard to teaching diverse learners. The inquiry process may assist teacher education programs that address ways of observing, questioning, and inventing may well be a valuable strategy in the development of social justice educators.
Updated: Jun. 18, 2008
Examining the practice of beginning teachers’ micropolitical literacy within professional inquiry communities
The study explores beginning teachers' examination of the politics of inquiry communities. The qualitative study aims at examining how novice teachers learn to fit in politically in inquiry groups, and construct understandings of the organizational structures and professional cultures of their schools.
Updated: May. 01, 2008
Distributed Cognition in a Sixth-Grade Classroom: An Attempt to Overcome Alternative Conceptions About Light and Color
In this study, we discuss the scaffolded design of ODRES (Observe, Discuss, and Reason with Evidence in Science), a computer tool that was designed to be used with elementary school children in science, and report on the effects of learning with ODRES on students’ conceptual understandings about light, color, and vision.
Updated: Apr. 12, 2008