Banking on Inquiry: A Novice Teacher Educator's Missteps—and Next Steps—in Employing Critical Pedagogy

• In Event: 35.081 - Roundtable Session 13
  In Roundtable Session: 35.081-10 - Understanding the Lives of New Teachers

Abstract

This qualitative study documents the use of critical inquiry pedagogy by a novice teacher educator (also the primary investigator) in an English methods course for undergraduate pre-service teachers. Though the instructor shared relevant articles about critical inquiry and designed the course around two critical inquiry questions, data demonstrate that most students did not develop a comprehensive understanding of critical inquiry pedagogy. Upon reflection, the instructor determined that despite her intentions, she relied heavily on teacher-centered pedagogy. The paper concludes by recommending that novice teacher educators should find supportive critical inquiry communities to support them in their work, and it argues that engaging in meaningful conversations with students about their own experiences provides an opportunity to model critical dialogue.

Authors

• Kathryn McGinn Luet, Rowan University

• Katherine S. Bond, Kingsway Regional School District

• Gabrielle Wilkinson