Understanding Teacher Candidates’ Engagement with Inquiry-Based Professional Development: A Continuum of Responses and Needs

Document Type

Article

Publication Date

7-2-2016

Abstract

Teacher educators recognize that teacher candidates must have authentic, scaffolded opportunities to transform knowledge into practice. This study explores teacher candidates’ engagement with teacher inquiry as a method for supporting professional development. Findings suggest teacher candidates differ tremendously in their responses to the inquiry process, creating a continuum of proficiency. This study extends the literature by providing concrete examples of the variation in readiness, sophistication, and quality in teacher candidates’ attempts to engage in teacher inquiry. Implications for teacher educators include the importance of providing differentiated support through structured, sequenced experiences that build an inquiry stance in teacher candidates.

Publication Title

New Educator

Volume

12

Issue

3

First Page

221

Last Page

242

Digital Object Identifier (DOI)

10.1080/1547688X.2015.1027978

E-ISSN

15499243

Link to Full Text

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