Share Paper: Aiming for Inquiry: A Deep and Wide View of Exemplary Strategies for Preparing Teachers to Teach for Inquiry

  1. Philip Molebash, Loyola Marymount University, United States
  2. Bernie Dodge, San Diego State University, United States
  3. John Lee, North Carolina State University, United States
  4. Joe Garofalo, University of Virginia, United States
  5. Randy Bell, University of Virginia, United States
  6. Carl Young, North Carolina State University, United States
Thursday, March 10 10:15 AM-11:15 AM Hermitage B

Abstract: Of the valleys and peaks of learning experiences, inquiry could be considered the Mount Everest. In the battle to increase student engagement and achievement, there has been a clear shift in the goals of learning—a direction in which authentic inquiry is expected. The seminal book How People Learn (Bransford, Brown, & Cockling, 2000) has more recently fueled the inquiry learning fire, causing a recent shift in how both pre-service and in-service teachers are trained. That said, we must universally ask, what can teacher educators do to ensure that a greater percentage of teachers make the changes we desire? In this ...