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ERIC Number: EJ1105023
Record Type: Journal
Publication Date: 2016
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1547-688X
Understanding Teacher Candidates' Engagement with Inquiry-Based Professional Development: A Continuum of Responses and Needs
Parker, Audra; Bush, Amanda; Yendol-Hoppey, Diane
New Educator, v12 n3 p221-242 2016
Teacher educators recognize that teacher candidates must have authentic, scaffolded opportunities to transform knowledge into practice. This study explores teacher candidates' engagement with teacher inquiry as a method for supporting professional development. Findings suggest teacher candidates differ tremendously in their responses to the inquiry process, creating a continuum of proficiency. This study extends the literature by providing concrete examples of the variation in readiness, sophistication, and quality in teacher candidates' attempts to engage in teacher inquiry. Implications for teacher educators include the importance of providing differentiated support through structured, sequenced experiences that build an inquiry stance in teacher candidates.
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: Preschool Education; Early Childhood Education; Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A