Voices of Inquiry in Teacher Education PDF
Preview Voices of Inquiry in Teacher Education
Voices of Inquiry in Teacher Education This page intentionally left blank Voices of Inquiry in Teacher Education Thomas S. Poetter Trinity University with Jennifer Pierson Chelsea Caivano Shawn Stanley Sherry Hughes Heidi D. Anderson First published by Lawrence Erlbaum Associates, Inc., Publishers 10 Industrial Avenue Mahwah, New Jersey 07430 Transferred to digital printing 2010 by Routledge Routledge 270 Madison Avenue New York, NY 10016 2 Park Square, Milton Park Abingdon, Oxon OX14 4RN, UK Library of Congress Cataloging-In-Publication Data Poetter, Thomas S. (Thomas Stewart), 1962- Voices of Inquiry in Teacher EducationlThomas S. Poetter with Jennifer Pierson ... [et al.] ; [foreward by Thomas J. Sergiovanni]. p. cm. Includes bibliographic references and index. ISBN 0-8058-2378-6 (p : alk. paper).-ISBN 0-8058-2689-0 (c : alk. paper) 1. Action research in education-United States. 2. Teach ers-Training of-United States. 3. Student teachers-United States. I. Title LBI028.24.p64 1997 370' .7' 2--<1c21 96-54813 CIP 10 9 8 7 6 5 4 3 2 1 "Somehow educators have forgotten the important connection between teachers and students. We listen to outside experts to inform us, and consequently we overlook the treasure in our very own backyards: our students. Student perceptions are valuable to our practice because they are authentic sources; they personally experience our classrooms firsthand. As teachers, we need to find ways to continually seek out these silent voices because they can teach us so much about learning and learners." -SOOMO, 1993 This page intentionally left blank Contents Foreword ix Thomas J. Sergiovanni Preface xi Part I: Background and Framework for the Story 1 1 Getting Started on Inquiry 3 2 From Resistance to Excitement 25 Part II: Prospective Teachers' Research 39 3 A Case Study of the Use of Manipulatives and 41 Technology in High School Mathematics Jennifer Pierson 4 Teaching Future Members of the Fourth Estate 57 Chelsea Caivano 5 Student-Teacher Connections 69 Shawn Stanley 6 A Study of Teachers and Their Relationships with 83 At-Risk Students Sherry Hughes vii viii Contents 7 Don't Be Sorry. Just Learn It. 99 Heidi D. Anderson Part III: Learning by Listening to Prospective 113 Teachers'Voices 8 Foundations for Learning From Inquiry 115 9 Considerations for Defining Problems for Study and Identifying 137 Emerging Research Methodologies in Inquiry 10 Learning From Inquiry 159 11 Emerging Lessons From the Experience of Conducting Inquiry 175 Appendices: Intern Research Proposals 193 References 211 Author Index 217 Subjectlndex 219 Foreword You have heard it before. Inquiry should be at the heart of teacher education. Why? Because inquiry is seminal in preparing teachers as artisan-professionals who will respect the knowledge base as a treasure of insight for informing their practice. Inquiry is seminal in preparing teachers who will use intents, contextual indetermi nates, and nuances of practice as key factors in deciding how teaching and learning knowledge will be used in practice. But how do we do it? What is the struggle to develop artisan-professionals like? How do teacher educators place inquiry at the center when novice teachers have so many other pressing concerns? How do novice teachers learn to inquire and to benefit from this inquiry while also trying to learn the basics of teaching? Once novice teachers decide to give inquiry a try, what does this struggle look like in practice? How do teacher educators and students alike place inquiry at the center when today's teaching environment seems so inhospita ble to the idea? Tom Poetter and his five co-authors provide some answers to these questions by telling their stories-stories of struggle, insight, and hope. Poetter is a teacher educator working with teacher interns as part of Trinity University's 5-year Teacher Education program. His coauthors are fifth-year students teaching full-time in a professional development school. The medium is stories that weave together a penetrating and expansive journey of challenge, triumph, and defeat. These are stories that teach readers important lessons as to what inquiry is like on the chalk line, how inquiry works, and how it can work better. Chapters 1 and 2 set the stage by providing an engaging analysis of how inquiry fits into the teacher education picture, a compelling review of related literature, and a vivid picture of how the work described in this book evolved. From the beginning Poetter acquaints readers with storytelling by immersing himself as a person and as a person-professor into the discussion. Getting to share his struggle almost firsthand is an important strength of this book. Championing inquiry in teacher education, one soon discovers, is not an abstraction but a personal journey for teacher ix
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