Preservice teachers’ inquiry in a professional development school context: Implications for the practicum |
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| Institution: | 1. Western University, Canada;2. Schulich School of Medicine and Dentistry, Canada;3. London Health Sciences Centre, Canada;4. Ivey School of Business, Western University, Canada;5. Rajamangala University of Technology Thanyaburi, Bangkok, Thailand;1. Division of Gynecologic Oncology, Department of Obstetrics and Gynecology, The Ohio State University, Columbus, Ohio;2. Division of General Obstetrics and Gynecology, Department of Obstetrics and Gynecology, The Ohio State University, Columbus, Ohio;1. Good Samaritan Regional Medical Center, Corvallis, Oregon;2. Silver Falls Dermatology, Salem, Oregon;1. Department of Earth and Environmental Science, Temple University, Philadelphia, PA 19122, USA;2. Department of Marine and Ecological Sciences, Florida Gulf Coast University, Fort Myers, FL 33965, USA;3. Department of Geosciences, Smith College, Northampton, MA 01063, USA;4. Open Access Centre for Marine Research, Klaip?da University, LT-92294, Klaip?da, Lithuania;5. Faculty of Natural Sciences, Vilnius University, LT-03100, Vilnius, Lithuania;6. Department of Anthropology, Miami Univesity, Oxford, OH 45056, USA;7. Center for Integrative Geosciences, University of Connecticut, Storrs, CT 06269, USA;8. Department of Quaternary Geology, Geological Survey of Lithuania, LT-03123, Vilnius, Lithuania |
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| Abstract: | Professional development school (PDS) contexts are increasingly being viewed as powerful sites for the preparation of future teachers in the USA. One of their documented strengths is in the fostering of preservice teachers’ inquiry within collaborative frameworks that result from the partnerships between university teacher education programmes and schools. This article focuses on one inquiry-based PDS programme, describes five inquiry projects carried out by interns in the programme, and presents interns’ perceptions on engaging in inquiry during their yearlong internship. The discussion that follows explores the potential of the inquiry approach in PDS contexts to reform the teacher education practicum. |
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