Engaging in a Yearlong Practitioner Inquiry: Impacting Student Learning Within an Early Field Experience

• In Event: Roundtable Session 18
  In Roundtable Session: Models for Promoting Inquiry and Collaborative Learning for Veteran, Novice, and Preservice Teachers

Abstract

The purpose of this research study was to understand the development of PSTs in regard to K-5 student learning as they engage in practitioner inquiry across the first year of our teacher education program. Specifically, within this first year of the program, PSTs engage in a yearlong inquiry into an individual learner in their field experience classroom. We were interested into looking for trends in how PSTs were able to assess, document, and make decisions in regard to student learning while engaged in practitioner inquiry.

Authors

• Jennifer Lynn Jacobs, University of South Florida

• Rebecca West Burns, University of South Florida

• Angela Hooser, University of South Florida