Search results for: Inquiry

In this article, the authors tested the hypothesis that first-year teachers could take up forms of ambitious pedagogy under the following conditions: 1) that reform-based practices introduced in teacher preparation would be the focus of collaborative inquiry throughout the first year of teaching, 2) that participants use analyses of their students’ work as the basis of critique and change in practice, and 3) that special tools be employed that help participants hypothesize about relationships between instruction and student performance. Eleven secondary science teachers engaged in tool-supported collegial analysis of their students’ work over two years, spanning pre-service and in-service contexts.

This article presents dispositions supporting the teaching of science as structured inquiry by four elementary candidates. Supportive dispositions included curiosity and questioning, investigating first-hand, learning together, and active learning. These dispositions supported early science teaching despite candidates limited science content knowledge, and may contribute to candidates’ further learning of science.

The goal of this dual level inquiry was to examine the concept of teacher research as a path to professional development. Hence, the authors probe a 3-year professional development initiative known as the Master Teacher Program (MTP). The study analyzes the teacher research projects in each of two cohorts involved in the MTP initiative. Finally, the article discusses of outcomes and themes, such as increased confidence and professionalism, that emerged from this research.

The current essay performs a number of the authors' collaborative responses to thinking (differently) with Deleuze in educational philosophy and curriculum inquiry. By exploring their work with Deleuzean conceptual creations in mind, the authors seek to move readers beyond Deleuzo-Guattarian select metaphors. The authors intend these performances to give a sense of not only the generativity that Deleuzo-Guattarian reading∼thinking has opened to them but also the affirmation such performances bestow for thinking (differently) in educational philosophy and curriculum inquiry.