Developing an Inquiry Stance Through Social Networks in a School-University Partnership: A Hermeneutic Analysis

• In Event: School-University Partnership Paper Session: Research on and With Teachers

Abstract

This study examined one teacher-inquirer’s understandings of how social networks contributed to his development of inquiry stance in the context of a school-university partnership (SUP). Using a hermeneutic methodology, a series of semi-structured interviews and social network maps was collected and analyzed. The analysis generated insights into the role of various participants in the SUP in supporting the teacher-inquirer in expanding his perspectives on learners and redefining inquiry as a stance to be developed across ages and contexts. The findings highlight how social networks can provide continuous support for a teacher-inquirer to cultivate, (re)define, and embody inquiry stance. The study suggests a need to leverage social networks in fostering the development of inquiry stance within SUPs.

Authors

• Yun-chen Yen, Pennsylvania State University

• Logan Rutten, University of North Dakota

• Rachel Wolkenhauer, Pennsylvania State University