“Inquiry is Confidence”: How Practitioner Inquiry Can Support New Teachers

Becoming Clinically Grounded Teacher Educators: Inquiry Communities in Clinical Teacher Preparation

“…When integrated effectively into teacher preparation programs, inquiry carries an expectation that teacher candidates take responsibility for their learning and develop knowledge-based habits to support student learning and their own professional growth (Burbank & Kauchak, 2003; Dawson, 2007; Donnell & Harper, 2005; Kim, 2018; Kinskey, 2018; Wolkenhauer & Hooser, 2017). Effective integration of inquiry, however, can pose a variety of challenges.…”

“…For instance, they used a framing question, "What do the actions of the teachers I am observing tell me about myself as a teacher and my beliefs about student learning?" After the field trip, teacher candidates analyzed their reflections and made paper quilt squares by writing six-word memoirs (Six Word, 2005-2017 describing themselves as teachers working within the same field as the urban school teachers they visited. By challenging teacher candidates to consider their position within the larger educational community, the authors guided reflection in the inquiry community.…”

Syncing Our Cycles: An Inquiry-Based Coaching Model for Distant Supervision

“…While some question whether practitioner inquiry can be effective with inexperienced pre-service teachers (Phillips & Carr, 2009), teacher preparation programs can provide a foundation for future teachers who are "data literate, evidence-generating professionals" (Athanases, Bennett, & Wahleithner, 2015, p. 26) capable of embracing "complexities, conditions, and challenges […] to improve their practice, and ultimately students' learning" (Sinnema, Meyer, & Aitken, 2017, p. 17). Indeed, Wolkenhauer and Hooser (2017) argue that teacher educators should challenge "preservice teachers to ask questions about their practices and the status quo of educational settings so that as first year teachers they know how to be critical consumers of pedagogy, curriculum, and system expectations" (p. 11). Making the most of practitioner inquiry demands that we start with teacher candidates, no matter our context.…”

Building Capacity in Teacher Preparation with Practitioner Inquiry: A Self-Study of Teacher Educators’ Clinical Feedback Practices

“…Inquiry stance as a tool is particularly powerful because the orientation fosters educators' ongoing professional learning across their career trajectories (Cochran-Smith & Lytle, 1993;2009;Crocco, Faithfull, & Schwartz, 2003). Wolkenhauer and Hooser (2017) argue that developing an inquiry stance in teacher candidates (TCs) is essential to supporting them as new teachers because inquiry can be used as a "tool" to build teachers' flexibility, advocacy, leadership, and professional identity (pp. 9-10).…”