ERIC Number: ED350263
Record Type: RIE
Publication Date: 1992
Reference Count: N/A
Preparing Teachers as Naturalistic Inquirers: Responding to the Face of the Other.
Williams, David Dwayne
When student and novice teachers see themselves as learners or researchers and spend some of their energy trying to understand their students and their students' perspectives, they become less attached to pedagogical techniques and move quickly to a responsive and reflective way of teaching that is more commonly associated with experienced teachers. In this study, student teachers were taught naturalistic inquiry skills. The university supervisor, student teachers, and novice teachers (who had received instruction in naturalistic inquiry) kept field notes and observed and interviewed each other, cooperating teachers, administrators, and the student teachers' high school students. Weekly meetings with student teachers and less frequent meetings and correspondence with novice teachers were held. The conclusions drawn in this exploration of the process and outcomes of preservice and inservice teachers becoming naturalistic teacher-researchers are related to the work of the postmodernist philosopher Emmanuel Levinas. Findings from this study indicate that student and novice teachers can develop naturalistic inquiry skills while learning to teach and that involving teachers at various stages of professional development in inquiry helps them to understand their students better and to model the learning process for their students; it makes them willing to change in response to the needs of others and involves them in the research community in ways that benefit teaching and teacher education. (IAH)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Preservice Teachers
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).