Epilogue: student teacher inquiry

Boyd, Pete ORCID logo ORCID: https://orcid.org/0000-0002-2234-3595 and Szplit, Agnieszka (2016) Epilogue: student teacher inquiry. In: Boyd, Pete and Szplit, Agnieszka, (eds.) Student teachers learning through inquiry: international perspectives. Wydawnictwo Attyka, Kraków, Poland, pp. 223-225.

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In the twelve chapters of this book the authors have provided insight into their pedagogies for teacher education and how these relate to the theme of student teacher inquiry. Rather than reporting on the well-established approach of ‘teacher action research’ most of the chapters provide insight into a very wide range of creative learning activities used by teacher educators under the broad banner of ‘inquiry-based learning’. In this epilogue, reflecting as editors on the rich range of chapters within the text, we will offer some thoughts around the characteristics of student teacher inquiry, the focus of student teacher inquiry, the language of teacher inquiry and the possibilities for teacher inquiry to contribute to new knowledge.
The characteristics of student teacher inquiry might reasonably be considered to include some or all of the following:
* Sustained focus on learning (of pupils and / or of teachers)
* Developing a meaningful and challenging question
* Enactment in a classroom or school (or simulation) with an element of experimentation
* Critical engagement with both public knowledge and practical wisdom
* A theoretical framework or perspective
* Ethical collection and analysis of some evidence of learning (data)
* Development of pedagogical knowledge but within the context of a curriculum subject
* Reporting on findings to peers.

Item Type: Book Section
Publisher: Wydawnictwo Attyka
ISBN: 9788365644077
Departments: Professional Services > Research Office & Graduate School (ROGS)
Depositing User: Anna Lupton
Date Deposited: 10 Jan 2017 16:40
Last Modified: 12 Jan 2024 16:31
URI: https://insight.cumbria.ac.uk/id/eprint/2581


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