Creating an Equitable Classroom Environment: A Case Study of a Preservice Elementary Teacher Learning What It Means to "Do Inquiry"

Autor/inn/en	Villa, Elsa Q.; Baptiste, H. Prentice
Titel	Creating an Equitable Classroom Environment: A Case Study of a Preservice Elementary Teacher Learning What It Means to "Do Inquiry"
Quelle	In: Multicultural Education, 21 (2014) 2, S.25-32 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Equal Education; Qualitative Research; Preservice Teacher Education; Teaching Methods; Sociocultural Patterns; Learning Processes; Learning Theories; Transformative Learning; Case Studies; Elementary School Teachers; Preservice Teachers; Methods Courses; Science Instruction; Mathematics Instruction; Cultural Influences; Inquiry; Bilingual Education; Academic Discourse; Interviews + Suchen Sie Ihr Suchwort? Qualitative Forschung; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Soziokulturelle Theorie; Learning process; Lernprozess; Learning theory; Lerntheorie; Pädagogische Transformation; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Methodisch-didaktische Anleitung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Cultural influence; Kultureinfluss; Bilingual teaching; Bilingualer Unterricht; Discourse; Diskurs; Interviewing; Interviewtechnik
Abstract	In this article, the authors present a case study of a preservice teacher who participated in a two-semester course sequence of elementary science and mathematics methods spanning one academic year. These two courses were taught by the first author and embedded a pedagogical approach grounded in inquiry methods. The purpose of this study was to follow the learning trajectory of a preservice teacher in developing her understanding of inquiry as a pedagogical method. The investigation used the naturalistic approach of qualitative research. The research question driving this study was: What mitigating factors, if any, mediate how a preservice teacher re-shapes her understanding about what it means to be a teacher? Using Vygotsky's (1986) socio-cultural theory of learning as the theoretical framework, what the authors found were several components critical to the learning process: (1) Cultural artifacts play a role in mediating learning; these artifacts include commercially produced inquiry materials and children's positive reactions while engaging in scientific inquiry; (2) analysis of and reflection on these cultural artifacts contribute to making sense of what it means do inquiry; and (3) synthesis of meaningful relationships among the various artifacts contributing to transformational thinking, i.e., learning what it means to do inquiry. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10