"Like a Ball and Glove": Teachers' Conceptions of the Promise and Challenges of Conducting Classroom Inquiry

Autor/inn/en	Bennett, Lisa H.; Athanases, Steven Z.; Wahleithner, Juliet Michelsen
Titel	"Like a Ball and Glove": Teachers' Conceptions of the Promise and Challenges of Conducting Classroom Inquiry
Quelle	In: Action in Teacher Education, 38 (2016) 1, S.49-69 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2015.1118413
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Student Teacher Attitudes; Inquiry; Student Teachers; Questionnaires; Focus Groups; Scaffolding (Teaching Technique); Student Centered Learning; Models; Teaching Methods; Metacognition; Student Needs; Language Arts; Data Analysis; College Graduates; California + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Fragebogen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Sprachkultur; Auswertung; Hochschulabsolvent; Hochschulabsolventin; Kalifornien
Abstract	Teacher inquiry holds promise in teacher education, but only if student teachers take up inquiry practices as they leave preservice and transition to teaching. As they learn to conduct inquiry during preservice, student teachers may begin to internalize dispositions that promote ongoing inquiry experiences. Through analysis of questionnaires conducted at preservice and inservice, and through a focus group discussion, the authors sought to understand how teachers who had experienced one scaffolded, student-focused, and data-based preservice teacher inquiry model conceptualized the relationship between teaching and inquiry. Analyses revealed that teachers' conceptions cast inquiry overall as a tight fit with teaching in three ways: by fostering a focus on students, by generating metacognitive knowledge about inquiry as a useful classroom process, and by deepening teacher knowledge about ways to respond thoughtfully to diagnosed student need. Analyses suggest program model elements may have seeded these conceptions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01