Educational Renewal: Understanding Preservice Teachers' Capacity and Actions for Inquiry-Based Lessons

• In Event: AERA Roundtable Session Thursday 1:45 pm Four Seasons Ballroom 4
  In Roundtable Session: Teachers' Attention to Inquiry, Healing, and Possible Selves in English and Social Studies Classroom Contexts (Table 9)

Abstract

This study examines how elementary education preservice teachers (PSTs) develop pedagogical design capacity (PDC). Using mixed-methods, the study shows that PDC is a practical application of teachers' content knowledge and teaching skills. The research reveals complex interactions between PSTs' personal confidence in design and the resources provided by their teacher education programs. As PSTs engaged in designing and implementing inquiry-based concept lessons, they demonstrated three main approaches: optimizing, complying, and Reframing. These approaches represent different ways PSTs put design into practice. The study highlights how PSTs use resources from their teacher education programs alongside their personal knowledge when creating inquiry-based teaching for elementary students. It also emphasizes how PSTs critically examine educational processes and teacher educators’ priorities during this learning process.

Author

• Matthew Odebiyi, Arizona State University