What's the Point? A Case Study Characterizing Teacher Candidates' Purposes for Practitioner Inquiry

Autor/inn/en	Rutten, Logan; Wolkenhauer, Rachel
Titel	What's the Point? A Case Study Characterizing Teacher Candidates' Purposes for Practitioner Inquiry
Quelle	In: Action in Teacher Education, 45 (2023) 1, S.52-67 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rutten, Logan) ORCID (Wolkenhauer, Rachel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2022.2157906
Schlagwörter	Preservice Teachers; Teacher Education Programs; Inquiry; Communities of Practice; Democracy; Social Justice; Active Learning; Action Research; Student Attitudes; Case Studies; Social Change; Educational Practices + Suchen Sie Ihr Suchwort? Community; Demokratie; Soziale Gerechtigkeit; Aktives Lernen; Projektforschung; Schülerverhalten; Case study; Fallstudie; Case Study; Sozialer Wandel; Bildungspraxis
Abstract	Teacher education programs worldwide have adopted the goal of promoting an inquiry stance among teacher candidates. Such programs commonly ground teacher candidates' clinical practice in practitioner inquiry -- a cyclical, systematic, and intentional process supported by inquiry communities. While democratic and justice-oriented purposes are theoretically central to the inquiry stance construct, little empirical evidence exists to illustrate how teacher candidates understand their own purposes for inquiring. This article describes the purposes espoused by six teacher candidates as they conducted practitioner inquiry in a clinically rich teacher education program. The teacher candidates exhibited five overlapping purposes for inquiring: process completion purpose, learning purpose, instrumental/efficiency purpose, social change purpose, and responsive purpose. Teacher candidates seldom connected their inquiries to any broader vision of a just, democratic society. While additional research is needed, this study's findings suggest that understanding how teacher candidates understand inquiry's purposes could assist teacher educators in developing teacher candidates' inquiry stances. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01