Conceptualising Inquiry Outcomes: A Taxonomy to Characterise the Work of Teacher Inquirers

Autor/inn/en	Kilbane, James F.; Clayton, Christine D.
Titel	Conceptualising Inquiry Outcomes: A Taxonomy to Characterise the Work of Teacher Inquirers
Quelle	In: Teachers and Teaching: Theory and Practice, 29 (2023) 3, S.276-290 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2023.2172395
Schlagwörter	Faculty Development; Teacher Attitudes; Inquiry; Critical Thinking; Teaching Methods; Student Evaluation; Evaluation Methods; Skill Development; Taxonomy + Suchen Sie Ihr Suchwort? Lehrerverhalten; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Kompetenzentwicklung; Qualifikationsentwicklung; Taxonomie
Abstract	In this study of 211 teacher work samples derived from a professional development programme, teachers' conceptualisations of student inquiry were revealed by examining the nature of perceived outcomes and the role of critical thinking that animated teachers' student inquiries collected over nine years. Using a schema adapted from the literature, this paper presents a taxonomy of inquiry outcomes as engagement, as a means to develop content and skills, and as an end in itself. Results show that teachers utilised inquiry predominantly as a means to support student learning of content knowledge and skills. Descriptions of exemplar projects and three representative case study portraits reveal both how teachers perceived inquiry outcomes and the nature of student thinking. Researchers concluded that inquiry outcomes are a result of teachers' choices, particularly in relation to assessment practices. Moreover, inquiry-as-ends more consistently leveraged support for critical thinking than other outcomes. Professional development should attend to teachers' articulation of their purposes for inquiry to better enable teachers to develop inquiry activities that promote students' critical thinking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01