Teacher Inquiry and Reflective Practice in Primary Teacher In-Service Teacher Education

• In Event: Roundtable Session 117
  In Roundtable Session: Reflecting on Practice and Reflective Practice in Early Childhood Education

Abstract

In the following paper we discuss the use of pedagogical documentation and teacher inquiry methods as a way to improve the deep listening and co-inquiry among in-service primary teachers enrolled in a Graduate Diploma program in Education (GDE). Using grounded theory methodology, this longitudinal study is part of a larger investigation into teacher professional development that examines Teacher Inquiry as a core pedagogical component. Preliminary findings from this investigation include a provisional hypothesis showing that student reflection is mediated by the subject-object stance students take in their field study and by the representational methods they use to share their understandings.

Authors

• Margaret Joan MacDonald, Simon Fraser University

• Leyton Schnellert, The University of British Columbia - Okanagan Campus

• Cher Michelle Hill, Simon Fraser University