Abstract
This chapter presents findings from a phenomenological study that investigated the experiences of elementary preservice teachers engaged in semester-long inquiries during a yearlong student teaching internship. The authors found that practitioner inquiry was a means to support the critical analysis of teaching practices and classroom experiences. The preservice teachers first identified an aspect of teaching from which they wanted to learn, systematically studied their practices in that area, and transferred that knowledge to other aspects of their teaching. This research supports that practitioner inquiry can be used in teacher education coursework to encourage preservice teachers to take more active roles in their learning to become critical thinkers and to generate knowledge for student learning and professional growth.
TopIntroduction
Practitioner inquiry is a form of professional learning defined as the systematic, intentional study by educators of their own practice (Cochran-Smith & Lytle, 1993; 2009). The educators use inquiry as a critical thinking tool to evaluate and assess their own practices in order to act for change by asking questions or “wonderings,” gathering data to explore their wonderings, analyzing the data, making changes in practice based on knowledge constructed, and sharing learning with others (Dana & Yendol-Hoppey, 2014). Through this process of critical praxis, practitioners gain new understandings of their philosophies and actions, and are able to make more informed professional decisions that shape their practice and inspire other educators (Oberg, 1990). By connecting theory with practice, inquiry encourages deep thinking about learning in ways that foster creative changes in one’s teaching while raising the voices of teachers (Meyers & Rust, 2003). Practitioner inquiry has long been a tool for supporting the learning of preservice and inservice teachers (Cochran-Smith & Lytle, 2009; Crocco, Bayard & Schwartz, 2003). For these reasons, it has potential for helping to encourage preservice teachers to take a more active role in their learning, to become educators who think critically and generate knowledge for student learning and professional growth.
Many scholars argue that there is a need for preservice teachers to learn to think critically about their practices to challenge assumptions, recognize problems of practice, and take on leadership and advocacy roles (Cochran-Smith & Lytle, 1999; Darling-Hammond & Bransford, 2005; Dawson, 2007; Wolkenhauer & Hooser, 2017). By developing critical dispositions, preservice teachers can better connect beliefs and goals with concrete teaching practices. In doing so, they learn that it is a natural and normal part of teaching to assess one’s teaching as well as students’ learning (Cochran-Smith & Lytle, 1999; 2009; Feiman-Nemser, 2001; Dana & Yendol-Hoppey, 2014). Practitioner inquiry gives preservice teachers the tools to carry out critical thinking practices.
The literature makes evident that by using practitioner inquiry with preservice teachers, teacher educators can teach preservice teachers to problematize their practice (Cochran-Smith & Lytle, 1993), increase their awareness of students’ needs (Dawson, 2007; Hyland & Noffke, 2005; Levin & Rock, 2003), and develop their understandings about the role of teachers (Schulz & Mandzuk, 2005). There is a need in the literature, however, for more reports of research on how teacher educators can initiate and sustain such efforts. In response, the purpose of this chapter is to report on the ways one teacher education program engaged preservice teachers in practitioner inquiry during an internship seminar, to help encourage them to take more active roles in learning from teaching.
Key Terms in this Chapter
Mentor Teacher: A cooperating teacher who supports interns in learning the daily roles and responsibilities of a classroom teacher within the Professional Development School.
Professional Development School: A collaborative partnership between a local school district and university that supports the professional development of teachers to promote teacher growth and student learning across the both campuses.
Professional Development Associates: Teacher educators who supervise preservice teachers during field placements, teach university methods courses, and facilitate professional development in the Professional Development School. Professional Development Associates are a combination of university and school-based educators including university faculty and graduate students, elementary classroom teachers, and retired teachers.
Intern: A student teaching candidate (also referred to as preservice teacher) in a year-long Professional Development School internship.
Practitioner Inquiry: The systematic and intentional study of one’s own practice to promote teachers’ critical thinking skills and student learning.
Inquiry Wondering: A question about one’s practice that creates an opportunity to explore a passion or reconsider a problem of practice.
Inquiry Stance: Continually problematizing one’s own practice and classroom experiences in a way that encourages continual growth and reflection.
Triad: A collaborative group consisting of the intern, teacher educator (professional development associate), and mentor, which promotes professional growth among all members while supporting the intern’s development as a reflective practitioner throughout the school year.