ERIC Number: EJ1395632
Record Type: Journal
Publication Date: 2023
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0162-6620
EISSN: EISSN-2158-6098
How Do Teachers Use Inquiry and Advocacy as Curriculum? A Longitudinal Study
Action in Teacher Education, v45 n3 p203-221 2023
Many initiatives aim to ensure students can access inquiry-based learning that positions them to address global problems such as climate change and economic inequality. However, in the U.S., curriculum that centers students' positions as activists is rare, particularly in schools that serve marginalized students. In this study, inquiry and advocacy, two activist teaching frameworks, were employed in preservice elementary teacher education through the use of mentoring experiences. A longitudinal multiple case study, which relied on Cultural Historical Activity Theory, examined the appropriations of inquiry and advocacy made by teachers in their first two in-service years. Findings suggest that across activity settings, teachers adapted inquiry and advocacy by using key tools such as informational texts, by aligning their work with accepted initiatives and addressing state standards, and by cautiously choosing mentors. Findings suggests that researchers must increase their attention to preservice teacher typology and the different features of activity settings in studies evaluating the value of preservice learning. Implications for teacher education programs are discussed.
Descriptors: Inquiry, Advocacy, Preservice Teacher Education, Elementary School Teachers, Novices, Mentors, Reading Materials, Alignment (Education), State Standards, Curriculum Development, Preservice Teachers
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A