EDH 7326
Week 2 blog The readings from The Reflective Educator’s Guide to Classroom Research this week focus on inquiry: defining it, finding a wondering, questions of collaboration, developing a research plan, and considering ethical implications in one’s work. Of particular interest to me was the shift from an outside researcher conducting investigations on their topics of choice, versus the teacher determining her/his research topic based on the needs of the students. This makes the research highly practical. Yendol-Hoppey and Dana outline teacher inquiry as improving classroom practice, providing insight into teaching in an effort to make change, being conducted by an insider, and having local impact (2014, pg. 10). On page 15, the authors begin discussion in depth of the relationship between teacher inquiry and differentiated instruction. I think this is critical. When I was a teacher in training at USF, there was no discussion of differentiation in any form. Yet this is one of the most important pieces to an effective teacher. There is no one size fits all curriculum, and it’s exciting to know our interns are being trained in this important distinction. When I evaluated veteran teachers, they often had the same question- “How do I differentiate?” When I evaluated newer graduates, they often had this built in to the heart of their teaching. Not to say that newer teachers are better, just that they typically bring a different set of skills with them. I also found the section on the relationship between teacher inquiry and teacher evaluation interesting. (pg. 19) As a former teacher evaluator, I always take note of this type of discussion. I agree that the “evaluation efforts are designed to provide the pressure that when coupled with support can lead to improved teaching practices” (Fullan, 2009). Claims of support are made, but in reality this is highly dependent on the teacher seeking out these resources. Adding teacher inquiry as a possible solution to address an area of weakness is something I had not considered, but at first glance would seem to be a very effective way to address this. It would help the teacher narrow down the area of focus, identify possible solutions, and put the entire process in her power, something which may be missing as part of the current Danielson evaluation system. The Dinkleman article, “Self-Study in Teacher Education: A Means and Ends Tool for Promoting Reflective Teaching”, made some interesting points. First, inquiry helps teachers draw “connections between self-study and their developing expertise in working with beginning teachers” (Dinkleman 2003, page 7). This helps me apply the information in the article to my current position as a teacher educator. The author also mentions inquiry used to model the reflective practice. Modeling that teacher self-study is not just for new teachers or pre-service teachers could be valuable to my students, to illustrate in a real world way the value of continued professional self-reflection. This information leads me to the idea that I will share my inquiry study with my interns, to model the process and illustrate its importance. In considering my own wondering for the inquiry project, I liked the idea to explore “how the use of videotaped teaching episodes stimulate the reflection of student teachers” (Dinkleman, 2003, pg. 10). I’ve often thought videotaped lessons were one of the most accurate and effective methods for teacher
3 Comments
1/14/2015 06:25:21 am
I've been reading a lot of arguments lately that really critique teacher preparation. One of the comments you made above in your first paragraph about new teachers having a different set of skills made me realize that is an argument that I have not heard yet in support of teacher preparation. Meaning, if teacher preparation were completely failing, would new teachers be bringing different skills? Would new teachers be helping to rejuvenate some veteran teachers? Those thoughts just crossed my mind as I read your blog.
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Hessa Alsuhail
1/15/2015 10:51:56 pm
Isn’t it wonderful to be able to witness the “good change” that took place since the time you were an intern at USF? Your experience with the novice teachers in terms of differentiated instruction is so impressing. I have noticed a great emphasis on this in our early childhood program and I’ve seen the interns being challenged and frustrated sometimes but at the same time they are provided with guidance and support. Teacher preparation is a critical part of the teacher education continuum and it’s the place in which many of the skills you’ve mentioned start developing.
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Lakesia Dupree
1/16/2015 08:33:48 pm
Hello Denise,
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