Designing Futures: Preservice Teachers Reimagining Inquiry for a New Vision of Elementary Education

• In Event: Elementary Pre-Service Teacher Education: Feedback, Futures, Technology, and Equity

Abstract

Abstract
This study explores how elementary preservice teachers (PSTs) develop pedagogical design capacity (PDC) for creating inquiry-oriented lessons. Using mixed methods, the findings suggest that PDC involves PSTs applying content knowledge and teaching skills through three main design approaches: Optimizing (enhancing existing lessons), Complying (adhering to guidelines), and Reframing (reimagining lesson design). PSTs draw on program resources and personal knowledge while critically reflecting on educational practices and teacher preparation priorities. The study suggests that fostering PDC requires flexible curricular resources, critical reflection opportunities, and creative lesson design support to prepare PSTs for leading inquiry-based, student-centered teaching as we imagine futures to construct a new vision for education research.

Author

• Matthew Odebiyi, Arizona State University