What’s the Point? A Case Study Characterizing Teacher Candidates’ Purposes for Practitioner Inquiry

Rutten, Logan; Wolkenhauer, Rachel

doi:10.1080/01626620.2022.2157906

Cited by 3 publications

(9 citation statements)

References 21 publications

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“…, 2022; Macias et al. , 2022; Rutten, 2021a) and was replicated here. This further reaffirms the well-documented need for professional learning to be sustained over long durations and authentically rooted in local understandings of difficult topics in curriculum and practice, rather than being steered by university researchers’ agendas.…”

Section: Discussionmentioning

confidence: 84%

Partnering to support K-12 instruction of difficult topics through inquiry-based professional learning

Dvir,

Rutten,

Butville

et al. 2023

SUP

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PurposeMany K-12 teachers teach difficult topics as part of their curricula, and discussions of difficult topics are common across grade levels and content areas. As teachers increasingly engage with difficult topics in their classrooms, the need for high-quality professional learning experiences has also grown. In response, the purpose of this article is to introduce an emerging partnership between the Holocaust, Genocide and Human Rights Education Initiative at Penn State and the Red Lion Area School District (Red Lion, Pennsylvania), conceptualized from the outset with an explicit focus on intentionally engaging in collaborative, inquiry-based professional learning surrounding difficult topics in formalized curricula and within educational practice.Design/methodology/approachThe article briefly describes how the partners came together, then provides a high-level overview of how they approached their first year of collaboration. Next, the partners’ adaptation of inquiry-based professional learning is outlined. The article concludes by discussing lessons learned from the first year of partnering and implications for scholarship in the areas of school-university partnerships, inquiry-based professional learning, and difficult topics.FindingsThe article observes that it took educators participating in a difficult-topics inquiry community an entire year to begin shifting ownership of inquiry to K-12 students. It illustrates how school-university partnerships can be used to support difficult-topics inquiry and raises new questions about the role of difficult topics in partnership work.Originality/valueThe article contributes an original example to the literature that demonstrates how inquiry-based professional learning focused on difficult topics can provide a powerful basis for forming a school-university partnership.

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Section: Discussionmentioning

confidence: 84%

Partnering to support K-12 instruction of difficult topics through inquiry-based professional learning

Dvir,

Rutten,

Butville

et al. 2023

SUP

Self Cite

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show abstract

“…The authors’ approach to this case study reflected their moderate constructivist epistemological stance. Researchers working from this perspective tend to approach qualitative research with the goal of synthesizing meaning from individuals’ perspectives within a social context (Rutten, 2021a). This stance guided the authors to seek each participant’s perspectives about the inquiry community and then to synthesize the perspectives shared broadly within the context in which they were constructed.…”

Section: Methodsmentioning

confidence: 99%

“…For secondary data sources, they utilized artifacts such as the inquiry community's meeting schedule and agendas, and generated field notes during inquiry community meetings. These sources were utilized to generate descriptions of the inquiry community as the social context of the research and to triangulate key ideas participants shared about the inquiry community, such as describing the role of purposefully structured inquiry talk (Rutten, 2021a) in the findings reported below.…”

Section: Data Collectionmentioning

confidence: 99%

“…Earlier scholarship has demonstrated how this approach can help educators become more responsive to learners in their professional contexts and enhance their self-efficacy in content instruction (e.g., Kinskey, 2018). When grounded in an inquiry stance (Cochran-Smith & Lytle, 2009; Rutten, 2021a; Rutten & Wolkenhauer, 2023a, 2023b), practitioner inquiry offers an orientation to teaching that supports teachers amid changing political climates and contexts (Somekh & Zeichner, 2009).…”

Section: Professional Learning For Difficult Topics In Curriculum And...mentioning

confidence: 99%

“…Some educators’ inquiries focused on difficult curricular content and others on difficult issues within their professional practices. Throughout the year, the authors met with teachers for one-on-one check-ins of the type previously described in Rutten (2021a). During these check-ins, the authors provided differentiated coaching of critical junctures of the inquiry cycle (such as refining a previously drafted wondering, or planning for data collection), in response to teachers’ self-identified needs and interests.…”

Section: Study Contextmentioning

confidence: 99%

See 2 more Smart Citations

Leaning Into Difficult Topics: Inquiry Communities as Teacher Professional Learning for Turbulent Times

Rutten,

Butville,

Dvir

2024

Journal of Teacher Education

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Although teachers make frequent decisions about whether and how to address difficult topics, they typically do so with minimal support. This article reports a case study of an inquiry community of 20 educators who engaged in practitioner inquiry as professional learning for addressing the difficult topics that they teach within their curricula or otherwise encounter within their professional practices. Through an inductive thematic analysis of semi-structured interviews with 12 community participants, the article’s authors identified four themes characterizing how the inquiry community supported teachers to lean into the difficult topics they believed they needed to address. The community helped teachers define difficult-topics inquiry while connecting them across divergent political and professional perspectives. The community assisted teachers in engaging difficult topics through purposefully structured inquiry talk, and it prompted them to (re)conceptualize difficult-topics teaching as inquiry. The article demonstrates the potential of difficult-topics inquiry communities as professional learning for turbulent times.

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Developing a Virtual Oral Inquiry Community for Teacher Educator Professional Learning: A Case Analysis

Rutten,

Powell,

Johnson

2024

Action in Teacher Education

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What’s the Point? A Case Study Characterizing Teacher Candidates’ Purposes for Practitioner Inquiry

Cited by 3 publications

References 21 publications

Partnering to support K-12 instruction of difficult topics through inquiry-based professional learning

Partnering to support K-12 instruction of difficult topics through inquiry-based professional learning

Leaning Into Difficult Topics: Inquiry Communities as Teacher Professional Learning for Turbulent Times

Developing a Virtual Oral Inquiry Community for Teacher Educator Professional Learning: A Case Analysis

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