A Question-Based Framework for Co-Constructing Supervision in Clinically Based Teacher Preparation

Rutten, Logan

doi:10.31045/jes.5.1.4

Cited by 4 publications

(2 citation statements)

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“…Despite the challenges presented by difficult topics in K-12 schools, prior research posits a wide range of potential benefits for students—such as enhanced skills in critical-analytic thinking, empathy, and civic discourse (Haas, 2020; Middaugh, 2019; Pace, 2019)—when teachers nevertheless engage with such topics through an inquiry-based approach (Rutten, 2022). Supporting teachers to adopt an inquiry stance, especially during turbulent times, is a challenge recognized in teacher education and professional learning literature (e.g.…”

Section: Conceptual Orientationmentioning

confidence: 99%

“…Despite the challenges presented by difficult topics in K-12 schools, prior research posits a wide range of potential benefits for students-such as enhanced skills in critical-analytic thinking, empathy, and civic discourse (Haas, 2020;Middaugh, 2019;Pace, 2019)-when teachers nevertheless engage with such topics through an inquiry-based approach (Rutten, 2022).…”

Section: Conceptual Orientationmentioning

confidence: 99%

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Partnering to support K-12 instruction of difficult topics through inquiry-based professional learning

Dvir,

Rutten,

Butville

et al. 2023

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PurposeMany K-12 teachers teach difficult topics as part of their curricula, and discussions of difficult topics are common across grade levels and content areas. As teachers increasingly engage with difficult topics in their classrooms, the need for high-quality professional learning experiences has also grown. In response, the purpose of this article is to introduce an emerging partnership between the Holocaust, Genocide and Human Rights Education Initiative at Penn State and the Red Lion Area School District (Red Lion, Pennsylvania), conceptualized from the outset with an explicit focus on intentionally engaging in collaborative, inquiry-based professional learning surrounding difficult topics in formalized curricula and within educational practice.Design/methodology/approachThe article briefly describes how the partners came together, then provides a high-level overview of how they approached their first year of collaboration. Next, the partners’ adaptation of inquiry-based professional learning is outlined. The article concludes by discussing lessons learned from the first year of partnering and implications for scholarship in the areas of school-university partnerships, inquiry-based professional learning, and difficult topics.FindingsThe article observes that it took educators participating in a difficult-topics inquiry community an entire year to begin shifting ownership of inquiry to K-12 students. It illustrates how school-university partnerships can be used to support difficult-topics inquiry and raises new questions about the role of difficult topics in partnership work.Originality/valueThe article contributes an original example to the literature that demonstrates how inquiry-based professional learning focused on difficult topics can provide a powerful basis for forming a school-university partnership.

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