Capturing and assessing evidence of student teacher inquiry: A case study |
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| Authors: | Peter Rich Michael Hannafin |
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| Institution: | aInstructional Psychology and Technology, Brigham Young University, Provo, UT 84602, USA;bEducational Psychology and Instructional Technology, University of Georgia, Athens, GA 30602, USA |
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| Abstract: | In this paper, we present five principles underlying teacher inquiry and report a case study during which student teachers in a US teacher education programme used evidence-based decision support, an inquiry method designed to help teachers analyse and adapt their own teaching through the use of a video analysis tool. This case study examined interplay among tools designed to guide teaching practice, student teachers’ own self-guided inquiry, and feedback from cooperating teachers as they made instructional decisions. Preservice teachers initially accepted the guidance provided by teaching analysis tools, but abandoned the tools in favour of informal self-assessments and feedback from cooperating teachers when they assumed teaching responsibilities in their own classrooms. We discuss the role of external support and video evidence in guiding preservice teacher inquiry. |
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| Keywords: | Video Teacher education Teacher inquiry Evidence Preservice Mentor Cooperating teacher |
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