“Not Just Learning About It But Actually Doing It”: The Evolution of a Teacher Inquiry Culture

Abstract

Although teacher inquiry is a prominent feature in teacher education, it remains unclear how institutions construct and develop their cultures of inquiry. In this study the authors, as members of the education department at a liberal arts college, reflect on their experience introducing teacher inquiry into their institution and community. The authors examine the outcomes of this process, focusing on the evolution of the process/product, perspectives on teacher inquiry, and the nature of their inquiry culture. Using a qualitative case study approach, the authors found student teachers grew considerably within each semester as members of interconnected inquiry communities, but the quality of the inquiry process/product did not meaningfully change over time. Data from this study also suggest though student teachers came to perceive teacher inquiry as connected to the classroom, cooperating teachers remained resistant. The authors conclude with reflections on the challenges of bringing together divergent perspectives and the importance of communities in the development of inquiry cultures.

ACKNOWLEDGMENTS

The authors would like to acknowledge the contributions of colleagues Virginia Lea, Kaoru Miyazawa, Jonelle Pool, and David Powell in the development, implementation, and analysis of our teacher inquiry culture. The authors would also like to thank the Johnson Center for Creative Teaching & Learning for its financial support of our curricular changes.