Learning to teach, learning to inquire: A 3-year study of teacher candidates’ experiences

In this study, the authors report on their research into the inquiry component of a newly conceptualized pre-service teacher education program. In a series of focus group discussions conducted over a 3-year period, 17 teacher candidates talked about their understanding of, and their experiences with...

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Bibliographic Details
Published in:Teaching and teacher education 2005-04, Vol.21 (3), p.315-331
Main Authors: Schulz, Renate, Mandzuk, David
Format: Article
Language:English
Subjects:
Focus Groups
Inquiry
Practicum
Pre-service teacher education
Preservice Teacher Education
Teacher Education Programs
Teacher Educators
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Summary:In this study, the authors report on their research into the inquiry component of a newly conceptualized pre-service teacher education program. In a series of focus group discussions conducted over a 3-year period, 17 teacher candidates talked about their understanding of, and their experiences with inquiry. They were able to identify benefits such as inquiry's potential to improve classroom practice, support teacher development, and contribute to the learning of the larger educational community. They also identified several challenges of engaging in inquiry, such as the changing nature of the teacher's role, the open-ended nature of the process, and the way in which a commitment to inquiry can disrupt the status quo in schools. The authors conclude with some recommendations and questions that teacher educators need to consider if they expect their teacher candidates to adopt an inquiry stance towards their teaching.
ISSN:0742-051X
1879-2480
DOI:10.1016/j.tate.2005.01.004