“Not Just Learning About It but Actually Doing It”: Developing a Teacher Inquiry Culture

• In Event: Learning From and Learning About Action Research: Preservice Teachers, Practicing Teachers, and Doctoral Students

Abstract

Although teacher inquiry is a prominent feature in teacher education, it remains unclear how newcomer institutions construct a culture of inquiry. In this study we, as an education department at a liberal arts college, reflect on our experience introducing action research into our institution and community. We examine the outcomes of this process, focusing on the evolution of the process/product and perspectives on action research. Using a mixed methods approach, we find that student teachers grew considerably during each semester but the quality of the action research process/products did not meaningfully change over time. Our data also suggest that while student teachers came to perceive action research as connected to the classroom, cooperating teachers viewed it as fundamentally separate.

Authors

• Carol R. Rinke, Marist College

• Divonna M. Stebick, Gettysburg College

• Jonelle Pool, Gettysburg College

• Dave Powell, Gettysburg College

• Kaoru Miyazawa, Gettysburg College