Student Teacher Inquiry as an "Entry Point" for Advocacy

Autor/inn/en	Merino, Barbara J.; Holmes, Pauline
Titel	Student Teacher Inquiry as an "Entry Point" for Advocacy
Quelle	In: Teacher Education Quarterly, 33 (2006) 3, S.79-96 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Student Teachers; Student Teacher Attitudes; Teacher Educators; English Instruction; Teaching Methods; Teacher Researchers; Inquiry; Models; Advocacy; Educational Research; Data Collection; Instructional Improvement; Language Arts; Bilingualism; Literacy; Intervention; California + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teacher education; Education; Lehrerausbildung; Lehrerbildung; English langauage lessons; Englischunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerforschung; Analogiemodell; Sozialanwaltschaft; Bildungsforschung; Pädagogische Forschung; Data capture; Datensammlung; Unterrichtsqualität; Sprachkultur; Bilingualismus; Alphabetisierung; Schreib- und Lesefähigkeit; Kalifornien
Abstract	Much has been written about the value of teacher research for inservice teachers. Despite the existence of several studies affirming these words, studies that richly describe how student teachers learn to do teacher research and then investigate the impact of inquiry on student teachers and teacher educators, particularly in culturally and linguistically diverse settings are rare. The study described in this article provides a description of two models of preservice inquiry and an analysis of their value over time as perceived by two teacher educators working with five cohorts of student teachers in promoting the role of teacher research in culturally and linguistically diverse settings. In Model I, teacher research was operationalized as a short term intervention designed to test out a strategy or approach to improve learning in one child or a small group of children developing literacy in two languages. In Model II, the teacher research component evolved from inquiry about any issue related to the student teachers' practice to more focused research oriented around the discipline of teaching English language arts. For this study, which was conducted as part of a broader accreditation evaluation, multiple data were gathered through surveys, questionnaires, interviews, observations, logs, portfolios, and email dialogue. The study targeted here draws on the broad data base collected from five years of cohorts of student teachers in all the programs and from the more narrow data set of teacher educators and student teachers in the targeted elementary and secondary programs. Survey results from both year-end program evaluations and follow-up of graduates affirmed the value of inquiry. Student teachers frequently reported seeing the inquiry project as a way to reconstruct their role as advocate, seeing intervention inquiry as a useful tool for reconceptualizing a problem as a point for inquiry and not a personal teaching failure. (Contains 1 table.) (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Blvd PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10