Preparing the Expert Novice: Preservice Teacher Thinking and Efficacy in Inquiry Design

Autor/inn/en	Brugar, Kristy A.; Allen, Amy; Roberts, Kathryn L.; Ratcliff, Kamrin; Capps, Caitlin
Titel	Preparing the Expert Novice: Preservice Teacher Thinking and Efficacy in Inquiry Design
Quelle	In: Journal of Teacher Education, 74 (2023) 5, S.495-507 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brugar, Kristy A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/00224871231202956
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Expertise; Student Attitudes; Beliefs; Social Studies; Self Efficacy; Inquiry + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Expert appraisal; Schülerverhalten; Belief; Glaube; Gemeinschaftskunde; Self-efficacy; Selbstwirksamkeit
Abstract	In this study, we share the understandings and the reflections of preservice teachers as they engage in focus group interviews about inquiry in social studies, generally, and their reactions to publicly available Inquiry Design Model blueprints. These preservice teachers first discussed their understanding of inquiry, which was rooted in their university coursework. They then described their self-efficacy for implementing inquiry, generally, and the IDM blueprint, specifically, in their current field placements and future classrooms. This envisioned implementation often involved adaptations of the blueprints. Our goal in this research was to reconsider how preservice teachers experience and learn about social studies inquiry and, as a result of these experiences, whether and how they see themselves implementing social studies inquiry with students. This study can inform teacher educators to proactively address common barriers and better support preservice teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01