This chapter explores inquiry-based learning from the prospective of preservice teachers learning to enact classroom-based research. After describing a preservice course focused on practitioner inquiry, a framework for analyzing teachers’ perspectives toward teacher research is provided. The framework focuses on the different ways teachers conceive and make use of student learning data as tools for their own inquiry-based learning. Our study shows that changes to preservice teachers’ perspectives toward inquiry are possible, but often slow to nurture. Discussions of different approaches to research and specific research models appeared to be most impacting. Specifically, the above framework suggests that teacher inquiry that pursues dilemmas and wonderings, often leading to more questions, is much more useful than inquiry that seeks distinctive resolutions. When considering teachers’ classroom-based inquiry as a life-long professional pursuit, the results show promise for developing dispositions and skills for inquiry at this early career level. Implications of the course on preservice teachers and the theoretical model are provided.
Slavit, D., deVincenzi, A., Lesseig, K., Nelson, T.H. and Ernst-Slavit, G. (2014), "Developing an Improving Stance Toward Research in Preservice Teachers", Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators (Innovations in Higher Education Teaching and Learning, Vol. 2), Emerald Group Publishing Limited, Bingley, pp. 449-467. https://doi.org/10.1108/S2055-364120140000002031
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