Interrogating Self, Pedagogy, and Context: How Inquiry Becomes Part of Preservice Teachers’ Identities and Practice

• In Event: Roundtable Session 104
  In Roundtable Session: Learning From Impact of Action Research on Preservice Teachers

Abstract

This paper investigated questions pre-service teachers posed over the course of their internships and the ways in which they pursued the opportunities their wonderings provided for transforming their teaching and contexts and for becoming a teacher who embraces inquiry as stance. Through analysis of students’ blogs, action research reports, and reflections on their process of learning about and conducting practitioner inquiry, we identified critical questions and incidents that influenced the ways in which these pre-service teachers interrogated their own practices and the ways we do school, how these pre-service teachers developed identities as teacher and researchers, and how their inquiry stance might influence their future practice. Possibilities for transforming teacher education and future research are also discussed.

Authors

• Sharon B. Hayes, West Virginia University

• Jason Jude Smith, University of South Florida