The Role of Inquiry in Promoting Preservice Teacher Reflection in the Affective Domain

• In Event: 46.086 - Roundtable Session 16
  In Roundtable Session: 46.086-1 - Reflection in Teaching and Learning: Stimuli, Content, Processes, and Outcomes

Abstract

As preservice teachers learn to consider the role that social and emotional development plays on their diverse students’ academic developments, they need methods for systematically tapping into their students’ learning processes, preferences, needs, challenges, interests, and concerns in order to guide informed decision-making. In order to highlight the role inquiry may play on enabling teachers to learn about their students’ affective domains, I share a case of how one English Language Arts preservice teacher, from one inquiry-based teacher education program, learned to investigate her students’ views, perspectives, and ways of being and knowing in service of generating curriculum in response to their social and emotional developments.

Author

• Lisa H. Bennett, California State University - Fresno