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

Schroeder, Stephanie; Currin, Elizabeth

doi:10.5038/2379-9951.4.1.1098

Cited by 2 publications

(2 citation statements)

References 20 publications

(23 reference statements)

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“…Inquiry Cycle (adapted from Dana et al, 2011) We agree with the argument by Schroeder and Currin (2019) that to be most effective, practitioner inquiry must always start with teacher candidates, regardless of the context. Therefore, in this paper, we present practitioner inquiry as a promising pedagogical practice for developing teacher candidates who are effectively prepared to support EBs within and beyond the ESOL classroom.…”

Section: Figurementioning

confidence: 89%

Supporting Practitioner Inquiry in Teacher Education: Opportunities and Challenges in ESOL Contexts

Chapman¹,

Morris²,

Green³

2021

GATESOL Journal

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Formal preparation and professional development with an explicit focus on the teaching of English to Speakers of Other Languages (ESOL) is essential. Thus, teacher preparation programs play a vital role in meeting this pressing need. Practitioner inquiry has the potential to be a powerful anchor in clinical field experiences for teacher candidates working with emergent bilingual/multilingual students (EB). The purpose of this paper is to present practitioner inquiry as a promising pedagogical practice for teacher education, drawing from examples of implementation in an elementary, preservice teacher preparation program that leads to state credentialing in ESOL. Opportunities and challenges related to the use of this practice with teacher candidates, as well as recommendations, are discussed. Keywordspractitioner inquiry, professional development, teacher education, English to Speakers of Other Languages (ESOL), bilingual/multilingual students

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Section: Figurementioning

confidence: 89%

Supporting Practitioner Inquiry in Teacher Education: Opportunities and Challenges in ESOL Contexts

Chapman¹,

Morris²,

Green³

2021

GATESOL Journal

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show abstract

“…Instructors and mentor teachers could then model the inquiry process for PSTs, encouraging them to see beyond inquiry as project or inquiry as assignment. Programs may also decide to infuse the inquiry cycle with supervision or coaching (Schroeder & Currin, 2019), thereby normalizing inquiry as a process meant to continually improve practice.…”

Section: Discussionmentioning

confidence: 99%

Bad Inquiry: How Accountability, Power, and Deficit Thinking Hinder Pre-Service Practitioner Inquiry

Schroeder

2020

JPR

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This study of 30 pre-service teachers’ practitioner inquiry papers explores potential pitfalls of practicing inquiry with pre-service teachers. Focusing on the types of questions pre-service teachers ask about student learning, the challenges they face when engaging in inquiry, and the weaknesses of their inquiry products, this paper finds that accountability culture in education, pre-service teachers’ lack of power in the classroom, and deficit thinking left unchallenged by instructors led to weak inquiries. Implications include the need for teacher educators to work with mentor teachers across university and K-12 boundaries, and the need to teach explicitly about the power inquiry holds in neoliberal contexts.

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

Cited by 2 publications

References 20 publications

Supporting Practitioner Inquiry in Teacher Education: Opportunities and Challenges in ESOL Contexts

Supporting Practitioner Inquiry in Teacher Education: Opportunities and Challenges in ESOL Contexts

Bad Inquiry: How Accountability, Power, and Deficit Thinking Hinder Pre-Service Practitioner Inquiry

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