Teachers as researchers: Classroom inquiry initiatives at undergraduate and graduate levels in early childhood education |
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| Authors: | Margaret H Cooney Michelle Buchanan Debra Parkinson |
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| Institution: | 1. Department of Elementary &2. Early Childhood Education , University of Wyoming , Laramie , WY , USA |
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| Abstract: | Abstract This article discusses the importance of including a teacher‐as‐researcher strand in college courses at both undergraduate and graduate levels. It describes four competency areas that contribute to the ability to engage in classroom inquiry including frequent and quality clinical experiences, practicing data collection methods of authentic assessment, opportunities to learn reflective practices, and experience using the inquiry cycle. Two undergraduate courses in early childhood education and a masters degree program in teaching & learning provide illustrations for embedding the teacher‐as‐researcher strand into the teacher education program. The article discusses the potential for classroom inquiry to stimulate renewal in university and public school settings. © 2001 Elsevier Science Inc. All rights reserved. |
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