Learning to teach,learning to inquire: A 3-year study of teacher candidates’ experiences |
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| Institution: | 1. Center for Surgery and Public Health, Department of Surgery, Brigham and Women’s Hospital, Boston, MA;2. Department of Surgery, University of Toronto, Toronto, Canada;3. Patient-Centered Comparative Effectiveness Research Center, Brigham and Women’s Hospital, Boston, MA;1. Fraunhofer Institute for Material Flow and Logistics, 44227 Dortmund, Germany;7. University of Applied Science and Arts Dortmund, Emil-Figge-Str. 44, 44227 Dortmund, Germany;71. THOST Projektmanagement GmbH, Josef-Lammerting-Allee 25, 50933 Köln, Germany |
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| Abstract: | 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. |
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