Graduate Teacher Education as Inquiry: A case study

Shosh, Joseph M.; Zales, Charlotte Rappe

doi:10.1080/10476210701535071

Cited by 14 publications

(11 citation statements)

References 10 publications

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“…Viewed from this perspective, the findings of this study support the idea that engaging in research may empower teachers to subsequently direct their own professional learning through inquiry of their own practices (Shosh and Rappe Zales 2007). However, this study also affirms what is known about the time constraints that teacher researchers experience, particularly how participants' teaching and professional obligations conflicted with the rigour of conducting a study (Borg 2010, Tavakoli andHoward 2012).…”

Section: Professional Development In Educationsupporting

confidence: 82%

“…Cornelissen and van den Berg (2014) note the important role a research supervisor plays in this context, particularly their ability to support a teacher's knowledge development through action research. Perhaps, most importantly, scholars also note the relationship between teacher research, as fostered in a higher education context, and its influence upon the development of an autonomous professional learning mindset within teachers (Castle 2006, Shosh andRappe Zales 2007).…”

Section: Origins and Locations Of Teacher Researchmentioning

confidence: 98%

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Time constraints experienced by female teacher researchers in Canada and Turkey: challenges to developing an autonomous professional learning mindset

Mitton-Kukner

2015

Professional Development in Education

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The focus of this comparative qualitative study is on female teachers' experiences as teacher researchers in Canada and Turkey as they worked towards the completion of their postgraduate degrees in the midst of teaching full-time. Attending carefully to participants' accounts of time use during the research process revealed heavy time pressure as informed by teaching, societal norms and familial obligations. In response to complex schedules, participants engaged in multitasking and research engagement happened amongst multiple personal and professional responsibilities. The findings of this study provide new ways to consider the competing demands shaping women's efforts to professionally develop and learn, and question the sustainability of teacher-led research as a sustainable professional learning endeavour beyond postgraduate studies

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Section: Professional Development In Educationsupporting

confidence: 82%

Section: Origins and Locations Of Teacher Researchmentioning

confidence: 98%

Time constraints experienced by female teacher researchers in Canada and Turkey: challenges to developing an autonomous professional learning mindset

Mitton-Kukner

2015

Professional Development in Education

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“…Simultaneously, graduate degree programs for teachers have evolved to include complete programs or course work to address the needs of these new positions. Consistent with the trend of expanding the application of action research methods beyond discrete courses, the literature includes manuscripts that describe action research as an element in the preparation of teacher leaders and mentors at the graduate level (Carboni, Wynn, and McGuire 2007;Crocco, Faithfull, and Schwartz 2003;Evans, Lomax, and Morgan 2000;Shosh and Zales 2007). Lieberman and Miller (2004) propose that there are three specific roles for teacher leaders: as researchers of their own practice; as scholars with work disseminated in the field; and as mentors.…”

Section: Action Research As Reflective Practicementioning

confidence: 95%

“…Through an examination of the literature in this field, we can begin to see the evolution of action research as a staple in many teacher education graduate programs with somewhat distinctive points of emphasis in different programs. One trend worth noting is that, as action research grows in depth in graduate teacher education programs, it is designed more as an embedded experience, a cross-course experience, and less as a single capstone course (Amrein-Beardsley et al 2012;Evans, Lomax, and Morgan 2000;Loughland and Bowen 2012;Shosh and Zales 2007).…”

Section: Three Goals For Action Research In Teacher Education Programsmentioning

confidence: 98%

Action research in graduate teacher education: a review of the literature 2000–2015

Vaughan

Burnaford

2015

Educational Action Research

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This review explores the goals and challenges as well as the policy and programmatic implications of action research in graduate teacher education as evidenced in the published literature. This literature review looks specifically at how action research is being used in graduate teacher education programs as a content area and as a methodology in manuscripts published between 2000 and 2015. The literature suggests that adaptation of action research in graduate programs has evolved beyond the one-course model to an integrative theoretical and practical approach. The treatment of action research with respect to 'traditional' research in the academy is also discussed. Three goals for action research in graduate teacher education emerged from the review: action research as reflection; action research as participatory, critical inquiry; and action research as preparation for teacher leadership.

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“…To this extent, it relates to and builds on previous studies into this issue, such as those of Anderson (2002), Bodzin and Beerer (2003), Brown, Abell, Demin and Schmidt, (2006), Chinn and Malhotra (2002), Crawford (2007), Newman and colleagues (2004), Rivero and Porlán (2005), Roehrig and Luft (2004), Shosh and Zales (2007) and Songer (2002).…”

Section: Introductionmentioning

confidence: 74%

Inquiry‐based teaching: teachers’ conceptions, impediments and support

2010

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This paper describes a study into the implementation within two Spanish primary schools of an inquiry-based curricular project entitled Exploring Our World (ages 6-12). Taking the form of two case studies, it offers a description of the two participating schools and the development of the project within them. Particular attention is given to the conceptions, difficulties, obstacles and facilitative factors which influenced the teachers' attempts to introduce inquiry-oriented practices into their classrooms. The study has a markedly qualitative focus and aims to provide an insight into the experiences of those involved, with a view to informing other groups interested in following this approach. Among the conclusions that can be drawn from the project, most notable are the influence of the level of professional development on the introduction of inquiry-based approaches and the absence of a single model of implementation; each initiative is necessarily subject to its particular configuration of context and stakeholders. Nevertheless, all those participating in this initiative were in agreement that involvement in projects of this type is favourable to teacher development and the quality of teaching. IntroductionInquiry-based learning is one of the most fertile areas of research within the tradition of innovation in education and has remained influential since the earliest initiatives to appraise and improve the basic principles and practice of the profession. Educators such as Dewey (1915), Kilpatrick (1921), Piaget (1969) and Freinet (1977 laid the foundations of educational psychology which have given rise to a diverse range of curricular developments and multiple studies into the most appropriate professional training for successfully implementing this approach. More recent papers and proposals, such as the work of Reid and O'Donoghue (

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Graduate Teacher Education as Inquiry: A case study

Cited by 14 publications

References 10 publications

Time constraints experienced by female teacher researchers in Canada and Turkey: challenges to developing an autonomous professional learning mindset

Time constraints experienced by female teacher researchers in Canada and Turkey: challenges to developing an autonomous professional learning mindset

Action research in graduate teacher education: a review of the literature 2000–2015

Inquiry‐based teaching: teachers’ conceptions, impediments and support

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