Negotiating Authority through Cultivating a Classroom Community of Inquiry

Feb. 01, 2012

This article was published in Teaching and Teacher Education, Vol 28 number 2,
Author(s): Nathan D. Brubaker, "Negotiating Authority through Cultivating a Classroom Community of Inquiry", Pages 240–250, Copyright Elsevier (February 2012)

In this qualitative study, the author examines how authority was negotiated in an undergraduate teacher education course.

As the teacher of the course, the author involved students in on-going processes of collaborative dialogue and deliberation about issues of importance to those involved through cultivating a classroom community of inquiry.

The findings suggest that constructing relations of mutual interdependence, deriving legitimacy from mutually recognized sources, and communicating about the problem rather than the people present potential frameworks for negotiating authority in teacher education.

Such knowledge is important for informing efforts to foster democratic teacher education practices and prepare future teachers to teach reflectively.

Updated: Nov. 28, 2012