What Do I Believe? Inquiring Into Practice While Developing Beliefs in a Professional Development School Internship

• In Event: Perceptions of Partnership: Insights of Teacher Candidates, Schoolchildren, and Families on Professional Development School Partnerships

Abstract

This phenomenological study investigates the extent to which practitioner inquiry influences preservice teachers’ beliefs about teaching in a professional development school (PDS). The study seeks to establish a clearer understanding of how preservice teachers engage in classroom research and inquiry’s relationship to teacher candidates’ beliefs. The belief development of five preservice teachers in a year-long PDS internship provides the context of this research. Additionally, the paper adds to the current conversations about the need for more powerful learning opportunities for preservice teachers and preservice teacher belief development.

Author

• Mary Higgins, University of Colorado - Colorado Springs