Engaging in Practitioner Inquiry in a Professional Development School Internship

Autor/in	Higgins, Mary
Titel	Engaging in Practitioner Inquiry in a Professional Development School Internship
Quelle	In: School-University Partnerships, 11 (2018) 2, S.3-9 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7125
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Professional Development Schools; Internship Programs; Inquiry; Beliefs; Empowerment; Transformative Learning; Transfer of Training; Reflective Teaching; Decision Making; Critical Thinking + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Berufspraktische Ausbildung; Belief; Glaube; Pädagogische Transformation; Training; Transfer; Ausbildung; Decision-making; Entscheidungsfindung; Kritisches Denken
Abstract	In this article, the author briefly describes her efforts to explore the lived experiences of teacher candidates (interns) completing an internship in a K-4 Professional Development School (PDS), while engaged in practitioner inquiry. This phenomenological study followed five interns' engagement in practitioner inquiry to investigate how their inquiry experiences influenced their belief development. The findings were organized into five overall themes in which inquiry supported the authenticity, complexity, enactment, empowerment, and transferability of beliefs. Knowledge gained from this study provides new insights into preservice teacher learning in a PDS setting. (As Provided).
Anmerkungen	National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: napds@mailbox.sc.edu; Web site: http://napds.org/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01