Constructing What It Means to Teach: Applications of the Inquiry Processing Model With First-Year Students

• In Event: 44.049 - Constructivist Theory, Research and Practice SIG: Focus on Teacher Development and Efficacy

Abstract

Whether in the sciences or humanities, the constructivist practice of inquiry is a powerful pathway for learning. Yet, undergraduate students often enter into teacher preparation programs with limited understanding of the process of inquiry. The purpose of this study is to investigate a year-long program, called Prepared for Success, that introduces first-year students (n= 73) to inquiry through an examination of teachers and schools. The study is framed by Inquiry Processing Cycle, which is a constructivist model for engaging in inquiry. The study found that over the entire year of the program, the participants developed greater understanding of how the inquiry process was a fundamental part of being a successful college student and being a constructivist oriented teacher candidate.

Authors

• Erik Jon Byker, University of North Carolina - Charlotte

• Heather Marie Coffey, University of North Carolina - Charlotte

• Christopher P. O'Brien, University of North Carolina - Charlotte

• Amy J. Good, University of North Carolina - Charlotte

• Tina Lane Heafner, University of North Carolina - Charlotte

• Susan Harden, University of North Carolina - Charlotte

• S. Michael Putman, University of North Carolina - Charlotte

• Bruce Taylor, University of North Carolina - Charlotte

• Larry Fisher, University of North Carolina - Charlotte