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ERIC Number: EJ1010516
Record Type: Journal
Publication Date: 2013
Pages: 20
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-0013-1857
The Teacher as Guide: A Conception of the Inquiry Teacher
Golding, Clinton
Educational Philosophy and Theory, v45 n1 p91-110 2013
This article explains how teachers might navigate inquiry learning despite the experience of a constant tension between abandoning their students and controlling them. They do this by conceiving of themselves as guides who decide the path with students, not for them. I build on a conception of teaching as guiding from Burbules, and argue that inquiry teachers should take the particular stance of an expedition-educator (rather than the stance of either a tour-leader or an expedition-leader). They should guide students to make progress during co-inquiry, rather than leading them to follow the teacher's agenda. This stance gives a heuristic they can use to balance control and abandonment in their pedagogical practice--they judge which pedagogical actions to take, and when, according to which actions are likely to help their students to engage in autonomous inquiry and hence learn to guide themselves. Students thus can learn to inquire by participating in an inquiry which is guided, but not controlled, by their teacher. (Contains 3 tables, 1 figure, and 8 notes.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A