How Do Teachers Use Inquiry and Advocacy as Curriculum? A Longitudinal Study

Autor/in	Lammert, Catherine
Titel	How Do Teachers Use Inquiry and Advocacy as Curriculum? A Longitudinal Study
Quelle	In: Action in Teacher Education, 45 (2023) 3, S.203-221 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lammert, Catherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2023.2209039
Schlagwörter	Inquiry; Advocacy; Preservice Teacher Education; Elementary School Teachers; Novices; Mentors; Reading Materials; Alignment (Education); State Standards; Curriculum Development; Preservice Teachers + Suchen Sie Ihr Suchwort? Sozialanwaltschaft; Lehramtsstudiengang; Lehrerausbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	Many initiatives aim to ensure students can access inquiry-based learning that positions them to address global problems such as climate change and economic inequality. However, in the U.S., curriculum that centers students' positions as activists is rare, particularly in schools that serve marginalized students. In this study, inquiry and advocacy, two activist teaching frameworks, were employed in preservice elementary teacher education through the use of mentoring experiences. A longitudinal multiple case study, which relied on Cultural Historical Activity Theory, examined the appropriations of inquiry and advocacy made by teachers in their first two in-service years. Findings suggest that across activity settings, teachers adapted inquiry and advocacy by using key tools such as informational texts, by aligning their work with accepted initiatives and addressing state standards, and by cautiously choosing mentors. Findings suggests that researchers must increase their attention to preservice teacher typology and the different features of activity settings in studies evaluating the value of preservice learning. Implications for teacher education programs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01