Becoming Clinically Grounded Teacher Educators: Inquiry Communities in Clinical Teacher Preparation

Calls for the renewal of teacher preparation through clinical practice have left many novice teacher educators to learn on the job. This article reports on the research of two such novices, studying their own practice. Addressing the need to better understand the approaches teacher educators take to clinically grounding their work, the authors used a hermeneutic approach to naturalistic inquiry to study their use of an inquiry community framework in a teacher preparation clinical setting. The authors found that within an arc of practitioner inquiry, explicitly teaching guided reflection and professional dialoguing skills within an inquiry community were key teacher educator practices. They found that an inquiry community approach holds promise as a structure and space for teacher educators to advance teacher preparation toward clinical practice. Keywords preservice teacher education, practitioner inquiry, professional development schools, qualitative research, teacher educator characteristics
Introduction The National Council for Accreditation of Teacher Education (NCATE) released a Blue Ribbon Panel Report on transforming teacher education through clinical practice in 2010. Teachers need to be prepared [...]