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ERIC Number: EJ814629
Record Type: Journal
Publication Date: 2006-May
Pages: 17
Abstractor: As Provided
Reference Count: 24
ISSN: ISSN-1742-5964
Designing a Pedagogy of Inquiry in Teacher Education: Moving from Resistance to Listening
Nicol, Cynthia
Studying Teacher Education, v2 n1 p25-41 May 2006
This paper reports a study of preservice teachers who investigated their own teaching during a field-based component of a mathematics education methods course. The course was designed to engage the preservice teachers in both mathematical and pedagogical inquiry. Analysis of video recordings of course discussions, audiotaped interviews with preservice teachers, audiotaped discussions of instructor's planning meetings, and copies of the instructor's and preservice teachers' journals identified two critical incidents that depict students' resistance to the course directions. Analysis of these critical incidents suggests that prospective teachers' interactions with their students can become the mirror through which we can investigate their interactions with us, as teacher educators, and with our course activities. In this way we might reframe the problem of resistance to one of listening--listening to the students, to each other, and to ourselves.
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: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A