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Preservice teachers’ inquiry in a professional development school context: Implications for the practicum
ARTICLE

TATE Volume 22, Number 2 ISSN 0742-051X Publisher: Elsevier Ltd

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.

Citation

Mule, L. Preservice teachers’ inquiry in a professional development school context: Implications for the practicum. Teaching and Teacher Education: An International Journal of Research and Studies, 22(2), 205-218. Elsevier Ltd. Retrieved December 9, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2005.09.011

Keywords