Linking Research to Classroom Teaching: How and When Questions Evolve

• In Event: 56.080 - Roundtable Session 23
  In Roundtable Session: 56.080-4 - Cultivating Reflection Through Inquiry and Research

Abstract

To prepare prospective teachers (PTs) to meet the needs of all students, the authors asked PTs to identify a problem of practice/lack of equity in their field placement, formulate a research-guiding question to direct a literature search, find relevant research, and implement what they learned in their teaching. The authors monitored changes in the research-guiding questions and used an information literacy framework to analyze the changes over time. Findings indicated variability in how and when questions evolved. The authors identified three unique patterns of change and extended the framework to include two new types of questions. Understanding how questions evolve can help PTs develop metacognitive awareness of the complexity of process of linking research to practice.

Authors

• Sarah Ann van Ingen, University of South Florida

• Susan Ariew, University of South Florida