Inquiry at Its Core

Roberts, Kathryn L.; Brugar, Kristy A.; Cuenca, Alexander

doi:10.1086/729838

The Elementary School Journal

2024

DOI: 10.1086/729838

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Inquiry at Its Core

Kathryn L. Roberts,

Kristy A. Brugar,

Alexander Cuenca

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Preparing the Expert Novice: Preservice Teacher Thinking and Efficacy in Inquiry Design

Brugar,

Allen,

Roberts

et al. 2023

Journal of Teacher Education

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In this study, we share the understandings and the reflections of preservice teachers as they engage in focus group interviews about inquiry in social studies, generally, and their reactions to publicly available Inquiry Design Model blueprints. These preservice teachers first discussed their understanding of inquiry, which was rooted in their university coursework. They then described their self-efficacy for implementing inquiry, generally, and the IDM blueprint, specifically, in their current field placements and future classrooms. This envisioned implementation often involved adaptations of the blueprints. Our goal in this research was to reconsider how preservice teachers experience and learn about social studies inquiry and, as a result of these experiences, whether and how they see themselves implementing social studies inquiry with students. This study can inform teacher educators to proactively address common barriers and better support preservice teachers.

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Preparing the Expert Novice: Preservice Teacher Thinking and Efficacy in Inquiry Design

Brugar,

Allen,

Roberts

et al. 2023

Journal of Teacher Education

View full text Add to dashboard Cite

show abstract

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Inquiry at Its Core

Cited by 1 publication

References 49 publications

Preparing the Expert Novice: Preservice Teacher Thinking and Efficacy in Inquiry Design

Preparing the Expert Novice: Preservice Teacher Thinking and Efficacy in Inquiry Design

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