Hero, wanderer, companion, or colleague? Theorizing teacher candidates' orientations toward community during practitioner inquiry-based clinical practice

Rutten, Logan; Wolkenhauer, Rachel

doi:10.1016/j.tate.2022.103938

Cited by 2 publications

(2 citation statements)

References 28 publications

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“…The authors analyzed the interview transcripts using a four-phase approach to inductive thematic analysis, adapted from the approach described by Rutten and Wolkenhauer (2023a, 2023b). In the first phase, the authors read the transcripts in tandem with the analytic memos they had jotted as they conducted the interviews, noticing salient details, quotations, and potential themes.…”

Section: Methodsmentioning

confidence: 99%

“…Earlier scholarship has demonstrated how this approach can help educators become more responsive to learners in their professional contexts and enhance their self-efficacy in content instruction (e.g., Kinskey, 2018). When grounded in an inquiry stance (Cochran-Smith & Lytle, 2009; Rutten, 2021a; Rutten & Wolkenhauer, 2023a, 2023b), practitioner inquiry offers an orientation to teaching that supports teachers amid changing political climates and contexts (Somekh & Zeichner, 2009).…”

Section: Professional Learning For Difficult Topics In Curriculum And...mentioning

confidence: 99%

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Leaning Into Difficult Topics: Inquiry Communities as Teacher Professional Learning for Turbulent Times

Rutten,

Butville,

Dvir

2024

Journal of Teacher Education

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Although teachers make frequent decisions about whether and how to address difficult topics, they typically do so with minimal support. This article reports a case study of an inquiry community of 20 educators who engaged in practitioner inquiry as professional learning for addressing the difficult topics that they teach within their curricula or otherwise encounter within their professional practices. Through an inductive thematic analysis of semi-structured interviews with 12 community participants, the article’s authors identified four themes characterizing how the inquiry community supported teachers to lean into the difficult topics they believed they needed to address. The community helped teachers define difficult-topics inquiry while connecting them across divergent political and professional perspectives. The community assisted teachers in engaging difficult topics through purposefully structured inquiry talk, and it prompted them to (re)conceptualize difficult-topics teaching as inquiry. The article demonstrates the potential of difficult-topics inquiry communities as professional learning for turbulent times.

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Section: Methodsmentioning

confidence: 99%

Section: Professional Learning For Difficult Topics In Curriculum And...mentioning

confidence: 99%

Leaning Into Difficult Topics: Inquiry Communities as Teacher Professional Learning for Turbulent Times

Rutten,

Butville,

Dvir

2024

Journal of Teacher Education

Self Cite

View full text Add to dashboard Cite

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Developing a Virtual Oral Inquiry Community for Teacher Educator Professional Learning: A Case Analysis

Rutten,

Powell,

Johnson

2024

Action in Teacher Education

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Hero, wanderer, companion, or colleague? Theorizing teacher candidates' orientations toward community during practitioner inquiry-based clinical practice

Cited by 2 publications

References 28 publications

Leaning Into Difficult Topics: Inquiry Communities as Teacher Professional Learning for Turbulent Times

Leaning Into Difficult Topics: Inquiry Communities as Teacher Professional Learning for Turbulent Times

Developing a Virtual Oral Inquiry Community for Teacher Educator Professional Learning: A Case Analysis

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