Tracing the Development of Inquiry-as-Stance in a Science Teacher Video Club

• In Event: Examining the Impact of Teacher Inquiry as a Professional Development Tool

Abstract

How do teachers learn to take an “inquiry stance” towards their own classrooms during a year of participation in a science teacher video club? This study analyzes how teachers take stances during their conversations with one another regarding four key threads of Video Club discourse: 1) stances towards science, 2) stances towards student learning, 3) stances towards classroom teaching, and 4) stances towards socio-professional work. I trace stance-taking across one year of Video Club meetings and in one year of weekly classroom observations. The interplay between individual and group-level stance-taking as well as teachers’ daily practice may illuminate the development of an “inquiry stance” hypothesized as a central driver of teacher learning and development.

Author

• Melissa Lee Braaten, University of Wisconsin - Madison