Raising New Teachers in an Inquiry Community: Instructional Supervision as Action Research

• In Event: Transformative Practices and Frameworks in Preservice and In-Service Supervision

Abstract

Drawing on a typological analysis of relevant program artifacts and preservice teachers’ action research reports, this study examines how teacher educators use action research as an instructional supervision practice in order to raise up teacher candidates in a culture of public inquiry that necessitates reflective educational research as a part of the teaching profession. We posit that with action research as an intentional supervision practice, new teachers learn within an inquiry community and create new knowledge that is responsive to the diversity of local contexts. Furthermore, education programs that comprehensively integrate action research into program design are better able to connect the complexities of learning to teach with meeting the challenges of education throughout one’s career.

Authors

• Rachel Wolkenhauer, The Pennsylvania State University

• Angela Hooser, University of South Florida