Preservice Teacher Discursive Bids for Epistemic Agency Among Veteran Practitioners in Collaborative Inquiry Research

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

Abstract

This study explores the positioning and agency of pre-service teachers involved in a year-long research project alongside veteran and novice teachers. I present findings that suggest pre-service teachers have a desire to co-create new knowledge about teaching and learning in collaboration with veteran teachers as a means of demonstrating epistemic agency and capacity to contribute towards new pedagogical knowledge. This study follows one Teacher Research Team (TRT) associated with a large university in the United States as they work together to define, implement, and analyze a research project of their own design. I find that although pre-service teachers do make regular bids to participate in epistemically agentive work, they are often limited to regulative tasks and certain discursive patterns.

Authors

• Stephen Sommer, University of Colorado - Boulder

• Enrique Henry Suarez, University of Colorado - Boulder

• Ian Renga, Western State Colorado University

• Laurie Langdon, University of Colorado - Boulder

• Ryan Grover, University of Colorado - Boulder