Poster #31 - Disrupting Deficits Through Extended Engagements With Inquiry in Preservice

• In Event: 51.082 - MTCC Poster Session 12
  In Poster Session: 51.082-7 - Teachers and Researchers Engaged in Collaborative Action Research: Conducted With and Not on Teachers

Abstract

Inquiry empowers teachers to reflect on, research, and generate solutions to their own puzzles of practice. Inquiry promotes teachers as both generators of knowledge and disseminators of that knowledge, giving them permission to push back against status quo policies and practices that do not meet the needs of their students. In order to understand how students in one teacher education program came to understand the role of inquiry in their practice as teachers we asked the following research question: How does engagement in a three-course series, taught over the arc of a three-semester program, focused on inquiry-as-process rather than product, impact the development of preservice teacher development of an inquiry stance and serve to disrupt deficit perspectives?

Authors

• Lisa H. Bennett, California State University - Fresno

• Cathy Yun, California State University - Fresno

• Juliet Michelsen Wahleithner, California State University - Fresno