The Inquiry Method How it Influences Teacher Attitudes and Behaviors

Traugh, Cecelia

doi:10.1080/00377996.1978.9957402

The Social Studies

1978

DOI: 10.1080/00377996.1978.9957402

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The Inquiry Method How it Influences Teacher Attitudes and Behaviors

Cecelia Traugh

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1986

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Towards a Critical Theory of Reflective Inquiry

Ross

Hannay

1986

Journal of Teacher Education

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Although reflective inquiry has been pro moted for many years as a progressive and effective method of teaching the social studies, its incorporation into classroom practice remains question able. Ross and Hannay assign part of the blame to those interpreters of Dewey's inquiry model who advocate a procedural or technical rather than a dialectic approach to thinking. Teacher education practices also contribute to the lack of critical reflection existing in schools. Too frequently the rationale for reflective teaching is expounded through expository techniques and a technical inquiry approach. The authors argue that the university classroom must become not only the venue for transmitting traditional know ledge on teacher education but also a laboratory where such practices are modeled, experienced, and reflected upon. Such a truly reflective inquiry model needs to be firmly grounded in critical theory by incorporating the appli cation of principles, not procedures, in the investigation of social issues.

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Towards a Critical Theory of Reflective Inquiry

Ross

Hannay

1986

Journal of Teacher Education

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The Inquiry Method How it Influences Teacher Attitudes and Behaviors

Cited by 1 publication

References 6 publications

Towards a Critical Theory of Reflective Inquiry

Towards a Critical Theory of Reflective Inquiry

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