NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1084705
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1090-1027
Inquiry-Based Field Experiences: Transforming Early Childhood Teacher Candidates' Effectiveness
Linn, Vicki; Jacobs, Gera
Journal of Early Childhood Teacher Education, v36 n4 p272-288 2015
Contemporary teacher preparation programs are challenged to provide transformational learning experiences that enhance the development of highly effective teachers. This mixed-methods case study explored the influence of inquiry-based field experiences as a pedagogical approach to teacher preparation. Four teacher candidates participated in a 15-week practicum hosted by four community-based early childhood classrooms. Research methods included peer discussions, self-assessments, coaching sessions facilitated by the instructor/researcher, and a survey. Triangulated content analysis indicated that inquiry-based field experiences positively contributed to the participants' (a) understanding and application of core knowledge, (b) consciousness of teacher-child interactions, (c) appreciation of co-inquiry learning, and (d) utilization of reflective learning. Inquiry-based field experiences also positively contributed to the participants' professional intentionality and discernment.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A