Teacher Inquiry-Based Work Questionnaire

Development of an Inquiry Stance? Perceptions of Preservice Teachers and Teacher Educators Toward Preservice Teacher Inquiry in Dutch Primary Teacher Education

“…Previous research indicates that preservice teacher inquiry, which is similar to action research, may be a basis for future professional development (Ponte et al, 2004); ideally, preservice teachers should be driven by curiosity and knowledge about educational problems in particular contexts to improve their own educational practices (Jacobs et al, 2015;Van Katwijk, Berry, et al, 2019). The aim of preservice teacher inquiry in primary teacher education is to educate teachers to take an inquiry stance and thereby produce inquiring teachers (Cochran-Smith & Lytle, 2009) who are curious and critical-that is, teachers whose work is inquiry-based (Baan et al, 2020;Toom et al, 2010;Uiterwijk-Luijk et al, 2019).…”

“…Regarding the last competency, there are many interpretations of inquiry habit of mind; international literature includes a variety of similar descriptions and terms (e.g., Cochran-Smith & Lytle, 2009;Earl & Katz, 2006;Schön, 1983;Uiterwijk-Luijk et al, 2019). According to Earl and Katz (2006), an inquiry habit of mind is a way of thinking that seeks to gain profound understanding, reserve judgment, tolerate contradictions, have different perspectives, and ask questions.…”

“…Collaboration with colleagues is essential to developing this habit of mind, framing questions, and understanding collected data (Kroll, 2005). Literature often uses the term "inquiry as stance" interchangeably with inquiry habit of mind (e.g., Jacobs et al, 2015;Uiterwijk-Luijk et al, 2019); however, Cochran-Smith and Lytle (2009) distinguish them, with inquiry as stance referring to a way of looking, acting, and having a habitual, continuous attitude. When teachers take an inquiry stance, they act as reflective practitioners (Schön, 1983), pose questions or "wonderings," use findings of previous research and scientific knowledge in their practice, and share new insights (Dana & Yendol-Hoppey, 2014).…”