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Implications for the study and development of inquiryamong early childhood preservice teachers: A reportfrom one studyMary Jane Moran aa Department of Child & Family Studies , University of Tennesseé , Knoxville, TN, 37996, USAPhone: +1–865–974–9354 E-mail:Published online: 25 Apr 2008.
To cite this article: Mary Jane Moran (2002) Implications for the study and development of inquiry among earlychildhood preservice teachers: A report from one study, Journal of Early Childhood Teacher Education, 23:1, 39-44, DOI:10.1080/1090102020230107
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Pergamon
Journal of Early Childhood Teacher Education 23 (2002) 39-44
J°urna'°f EarlyChildhoodTeacher
Education
Implications for the study and developmentof inquiry among early childhood preservice teachers:
a report from one study
Mary Jane Moran*Department of Child & Family Studies, University of Tennesseé, Knoxville, TN 37996, USA
Received 3 April 2001; accepted 10 September 2001
Abstract
The purpose of this article is to highlight key findings from a study of 24 early childhood preservice teach-ers as they moved away from a reliance on traditional interpretations of child-centered curricula toward oneof collaborative inquiry. Participants enrolled in a 15 week undergraduate teaching methods course were as-signed to teaching teams to implement collaborative projects with the same group of 3-5-year-old children. Thestudy utilized both quantitative and qualitative measures to assess conceptual level, changes in reflectivity, andinquiry-oriented teaching. Results suggest that the emergence of collaborative inquiry among preservice teachersis a dynamic and diverse process not readily assessed by static measures or discreet skills. Collaborative projectsdid provide a context for creating communities of learners within which time, space and opportunity to practice,reflect and use language and other tools contributed to young teachers' development of inquiry. © 2002 Publishedby Elsevier Science Inc.
1. Introduction
Over the past century, our image of good teach-ers has changed. Early childhood teachers used tobe young, single women expected to meet the basicneeds of young children. By mid-century, this imagehad shifted to one of teachers as professionals whoemphasize the processes of children's learning.
Contemporary expectations of good teachers con-tinue to expand upon these interpretations. As a resultof the growing understanding of the complexity ofchildren's learning and development, early childhoodteachers are challenged to create particular learningenvironments that are responsive to children's diverseneeds, interests, and abilities. Related to this chang-ing image of professional competence is a growing
* Tel.:+1-865-974-9354.E-mail address: [email protected] (M.J. Moran).
concern about teacher education as it corresponds tothese new challenges and understandings.
The study reported in this article examined the de-velopment of inquiry-oriented teaching in a group of24 preservice student teachers. The study took placewithin a required undergraduate teaching methodscourse that seeks to establish congruency between theprocesses through which teachers construct knowl-edge and those by which teachers guide children'slearning. Aims of the study were: (a) to describe aframework for the creation of an inquiry-orientedlearning environment in which collaborative projectsserve as the primary communal activity for childrenand preservice teachers, and (b) to document theprocess and consequences of participation in such alearning environment evidenced by changes in theknowledge, skills and dispositions of selected pre-service teachers. A second purpose that evolved overthe course of this study was the need to demonstratethe utility of a multi-method approach to research on
1090-1027/02/$ - see front matter © 2002 Published by Elsevier Science Inc.PII: S1090-1027(01)00140-4
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teacher development that acknowledges the natureand forms of change over time.
A fundamental premise of this study and ar-ticle is that teachers require critical thinking,problem-solving, and relational competencies in or-der to meet these same needs among children theyteach. Support for this reconceptualized approachto preservice teacher education comes from threesources: key tenets of social constructivist theory,contemporary scholarship on reflective practice andteacher research, and collaborative projects as wit-nessed in the preprimary schools of Reggio Emilia,Italy. While there have been efforts to identify thecontributions of these new understandings of theteaching and learning processes to the design ofteacher education programs, this study is the firstto examine the integration of these three separatecomponents as they contribute to the development ofcollaborative inquiry among teachers.
2. Research design
2.1. Purpose
The question that guided the study was, "How doesthe implementation of collaborative projects withinthe course Family Studies 635, Teaching and Learningin Early Childhood Classrooms, influence the think-ing and practice of particular preservice teachers whoparticipated in activities related to the implementationof collaborative projects?" This study of 24 preser-vice teachers took place at a child development lab-oratory school at a New England state university. Atthe time of the study, the school served 135 childrenranging in age from infancy through kindergarten inboth full day and nursery school programs.
2.2. Description of the sample
The 24 preservice teachers who participated in thestudy taught preschool-aged children with two mas-ter teachers in the part-day, nursery school programas part of their course requirements. These preser-vice teachers were Caucasian, predominately young(average age 19 years), single (only one student wasmarried), and middle-income. Eighteen of the stu-dents were family studies majors who were enrolledin the course because it was a requirement. Otherstudents were taking the course for an elective. Forthe majority of the students, this course representedtheir first experience in a classroom with young chil-dren. Six teachers comprised the sub-sample, andwere ultimately referred to by the name of the projecttopic they pursued—the Leaf and Water Teams.
2.3. The course
The course within which this study took place in-cluded weekly lectures and a 4 hour practicum. Theprimary goals of the course were to introduce studentsto (a) key tenets of social constructivist theory; (b)the application of theoretical principles to classroompractices, and (c) the use of tools and processes asso-ciated with documentation within their teaching prac-tice. Each three- or four-member team was requiredto implement a project with a small group of childrenover a 6-week period of time. Many of the same toolsand procedures used to generate data for the studywere embedded in- the assignments and practices ofthe course. In addition to the project itself, other as-signments included reflective journal writings, teammeetings, and videotapes of classroom activities.
2.4. Procedures
Methods of data collection resulted in qualitativeand quantitative measures of students' knowledge,skills, and dispositions in their work with young chil-dren. Strategies were drawn from contemporary re-search on reflective practice, adult development anddevelopmentally appropriate practices:
• Reflective journals: Each student wrote re-sponses to guiding questions each week overthe length of the semester. Journal entrieswere coded at three time intervals (responsesto six questions) and judged to be reflective(R), unrefiective (U), or indeterminate (I), ona scale of —5 to +5, using an adaptation ofLaBoskey's (1994) battery of measures in-tended to assess "spontaneous reflectivity."Journal entries for each student were scoredby the researcher and an outside rater; a com-posite score was generated with an averageproportion of agreement between raters acrossall six questions was 0.86.
• Videotaped student teaching: Student projectteams were videotaped for a total of threevideotapes per student. A total of 72, lOminvideotape segments were coded on a scaleof 1-5, based on a modified version of theChecklist for Rating Developmentally Appro-priate Practice in Early Childhood Classrooms(Charlesworth et al., 1990). Rated items in-cluded: evidence of theoretical perspective,emphasis on curriculum, organization, prepara-tion, instructional activities, and learning ma-terials. Average Spearman correlations acrossraters on total practice scores was 0.90.
• Audiotaped team meetings: Teaching teamsmet regularly over the course of the semester.
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Discussions were audiotaped and transcribedverbatim.
• Conceptual level scores: Conceptual level (CL)was measured for the sample using the para-graph completion method (PCM) (Hunt, Butler,Noy & Rosser, 1978). CL is an indicator ofthe degree to which a learner requires struc-tured settings in order to perform optimally.Scores fall within three clusters or levels(e.g., high, moderate and low). Teachers withhigh scores are typically more autonomouswhile low scores indicate a teacher's needfor fixed, detailed, and direct instruction.Inter-rater reliability for all CL scores was0.86.
• Retrospective interviews: Video-stimulated,retrospective interviews were conducted withthe sub-sample following the completion ofthe course. These interviews included reviewsof sample videotape clips from each teacher'sclassroom teaching of projects.
2.5. Data analyses
The study entailed two analysis phases quantita-tive (n = 24) and qualitative (n = 6). Spearman cor-relations were computed among and between threevariables across three time periods: conceptual levelscores, reflectivity scores, and the mean videotapescores. A cluster analysis (Ward's method, 1963)was subsequently performed on reflective journalscores at times one, two, and three to identify groupsof students as a function of their degrees of reflectiv-ity. A second cluster analysis was performed on thepractice scores, based on an average score from thesix measures on the observational checklist. A finalcomparison of cluster groups was made resulting ina four-dimensional classification of subjects basedon reflectivity and inquiry-oriented teaching. Theseanalytic strategies were utilized for the entire sampleof 24 students.
Qualitative analyses focused on the journals andvideotapes of teaching practices of the sub-sample asa means of generating data related to the processesand outcomes associated with teaching collaborativeprojects. Transcriptions of team meetings and ret-rospective interviews of the sub-sample were alsoincluded in this analysis. Team meeting and retro-spective interviews were transcribed verbatim andanalyzed for evidence of the emergence of themes ofbehavior over time. Journal entries were reread withnotations made in the margins and memos generatedrepresentative of emerging themes. Videotapes werereviewed for evidence of change in teaching (e.g.,higher order questioning, self-regulation, use of di-verse media) indicative of an inquiry-oriented teach-
ing stance and the application of social constructivistprinciples.
Qualitative findings were triangulated by cre-ating data displays and using conceptual memos(Miles & Huberfnan, 1984; Grossman, 1990). To fur-ther complete this "thick description" (Geertz, 1973)of change in practice and thinking, journal entriesand audio transcriptions were cross-tabulated usingconstant comparative methods for individuals andteams across time.
3. Contributions from theory, research,and practice
3.1. Social constructivist theoryand associated practices
During the past decade, social constructivist the-ory as articulated, for example, by Vygotsky and Ro-goff has become influential within the field of earlychildhood education. Tenets of social constructivisttheory instrumental to this study include the positionsthat (a) knowledge is constructed in social activityfrom which (b) shared understandings are generatedand (c) communicated and mediated through the useof tools and signs.
This interpretation of learning is described by Ro-goff as taking place through participatory appropria-tion in which individuals transform their understand-ings of and responsibilities for activities through theirown participation (Rogoff, 1995, p. 150). Other so-cial constructivist scholars see learning as occurring atpoints of negotiation of meaning, when people worktogether to arrive at shared understandings. It is atthese points of negotiation that teachers can assist orscaffold children to carry out a task, moving beyondthe learners' actual development toward their poten-tial development. The mental region in which shiftstake place was described by Vygotsky as the zone ofproximal development (1978). More recently, thesetheoretical concepts have been applied to adult learn-ing as it takes place within communities of discourse(Fosnot, 1996).
3.2. Reflective practice and teacher research
Support for reflective practice and teacher re-search is found in studies of adult learning withineducational communities. Reflective practice is con-sidered the cornerstone of an inquiry orientationto teaching (Tom, 1985) and a key component ofcontemporary teacher education and development(Sparks-Langer, Colton, Simmons, Pash, & Starko,1991; Liston & Zeichner, 1996). One of the waysteachers have learned to reflect purposefully is as
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members of teams in which individuals develop re-lationships with others for the purpose of sharingtheir observations, questions, understandings, and,sometimes, their responsibilities.
Interest in shared or collaborative teacher re-search has developed concurrently with interest indeveloping reflective practitioners. Numerous studieshave documented the benefits of teachers as class-room researchers to their increased knowledge abouthow children learn, improved skills in promotingchildren's learning, and the disposition to respondto the challenge of teaching with an attitude of in-quiry. For students, teaching and researching withothers has been found to contribute to the devel-opment of their knowledge base, the related skills,and the dispositions of curiosity, perseverance, andrisk-taking—in other words, to their development ascompetent teachers.
3.3. Progettazione or collaborative projects
A curriculum approach that depends upon teach-ers learning about children as they try to teachthem is represented by traditional and contempo-rary notions of "project work." Project work can betraced back to the Progressive Education era whenDewey (1916/1964) referred to projects as recon-structions. More recent interpretations of projectwork include the "in-depth study of a particulartopic that one or more children undertake" (Katz &Chard, 1989, p. 2). The project work in the infant-toddler and preprimary schools of Reggio Emilia,Italy provides "the backbone of the children's andteachers' learning experiences" (Gandini, 1996,p. 22).
Progettazione is a concept that defines a complexsystem within which Reggio Emilia educators planand teach together (Gambetti, 2000). Collaborativeprojects within this municipal early childhood pro-gram are characterized by three elements: (a) teacherprovocations; (b) documentation of children's ideas,understandings, and experiences; and (c) cycles ofexchange promoted by revisiting and re-representingearlier experiences. This approach to teaching andlearning expands upon current understandings ofreflective practice and teacher research and suggestsan approach to teacher development as it might takeplace within an inquiry-oriented learning environ-ment.
4. Findings
A major challenge in formulating this discussionwas how to separately describe findings associatedwith specific measures while maintaining a sense of
their vital connection to the larger context in whichthis study took place. This challenge will be taken upin the discussion to follow. Among the most signif-icant findings generated by the previously describedanalytic strategies are those associated with the pres-ence, characteristics, and correlates of change:
• Average CL scores for the sample were rep-resentative of expectations based on previousresearch (Thies-Sprinthall & Sprinthall, 1987);contrary to expectations, there were no signifi-cant relationships over time between CL scoresand reflectivity or inquiry-oriented practice.
• There were modest relationships, however, be-tween reflectivity and inquiry-oriented practice;these relationships were strongest during time2 and time 3 (the middle and final weeks of theprojects).
• The entire sample evidenced change in reflec-tivity and inquiry-oriented practices over timewith some change reaching the level of statis-tical significance.
• The cluster analyses and cross-tabulationsrevealed relationships between degrees of re-flectivity and inquiry-oriented practice thatdistinguished between students who had andhad not achieved levels of competence as wellas those who were emerging in their ability toreflect upon and implement inquiry-orientedteaching. This concept of emergent compe-tences was further elaborated in the qualitativeanalyses.
The more in-depth study of the sub-sample helped toexplain these findings and to illuminate the nature andcomplexities of change in young adult thinking andpractice. This analysis was also helpful in identifyingand better understanding aspects of this reconceptu-alized approach to teacher education that contributedto this change, two of which will be discussed here:a pedagogy of collaborative inquiry and the role ofsocial relationships in adult learning.
4.1. A pedagogy of collaborative inquiry
A collaborative inquiry orientation toward teach-ing such as the one described in this article means thatstudents are expected and helped to think criticallyand continuously about their practice as it relates tothe learning of the children they teach. As expected,students initially implemented activities that were rep-resentative of more traditional teacher directed ac-tivities (e.g., drawing pictures, sorting leaves) andover-generalized concepts related to their practice.However, with time to engage in recursive cycles as-"sociated with reflection and teaching, students beganto make shifts away from these traditional practices.
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The growing ability by preservice teachersto self-regulate and systematically organize theirinstructional strategies took place through a seriesof teaching and research tasks and routines (e.g.,reflective journal, team meetings, in-class exercisesand documentation). These tasks and routines werejoined by expectations that preservice teachers wouldrevisit earlier teaching experiences, guided by col-lective reflection and informed by documentation.As a result of this convergence of required and ex-pected activities, both practice and planning beganto change. No longer did preservice teachers con-sider activities because they were simply related toa project topic. Rather, the preparation of activitieswas based on their relationship to children's previ-ous experiences, to the topic of the project, and toeach other's developing understandings of how toextend children's learning through provoking theirinquiry. In short, these findings suggest that the needfor both adult and child learners to socially constructknowledge within shared experiences can be simi-larly met through the implementation of collaborativeprojects.
The development of collective learning goals andpossibilities—and the influence of learning within re-lated, linked zones of proximal development—maybe the most important finding of this study. Such aphenomenon has the potential of affecting the qualityand level of participation in the school community byboth teachers and children who, in turn, influence thecontexts within which they learn. A second feature ofthis collaborative pedagogy that likely contributed tosuch shifts was the provision of real teaching experi-ences and the reflective focus on those experiences. Inthis study, the use of tools, tasks, and routines (includ-ing journals, team meetings, and documentation) andthe requirements to teach, reflect and learn with oth-ers were contextually embedded. These shared expe-riences maximized the possibilities for participationwithin joint activities for both children and teachers.
4.2. A system of relationships
In this study, students not only engaged in col-laborative inquiry because it was expected but alsobecause they cared about their work, one another,and the children they taught. Closer study of thesub-sample revealed the significant contribution ofdeveloping relationships to their motivation to engagein recursive cycles of teaching, documenting, confer-encing, writing and sharing. For example, students inboth teams volunteered to co-teach and co-documentfor one another beginning in the second week of theprojects. It was also common practice toward the endof the semester that teams consulted with one an-other, shared documentation and analyses, and dis-
cussed ways in which each team approached theirpost-project analyses.
The students' shift toward relational interdepen-dence was a manifestation of another outcome, bestdescribed as "collective efficacy," in which studentsexpressed confidence in themselves, as members of agroup. This sensibility was not the same kind of de-velopmental change as knowing what is meant by atheoretical construct such as scaffolding or knowinghow to revisit and represent experiences with children.Rather, this sense of confidence and self-assurednessabout when and how to make decisions and to act withpurpose and intention was expressed by all of the stu-dents (in the sub-sample) and reflects what Max VanManen describes as the "tact of teaching" (1991). Thisdisposition, furthermore, includes an "ability to see
. pedagogical possibilities in ordinary incidents, and toconvert seemingly unimportant incidents into peda-gogical significance... "(p. 187).
4.3. Implications for research and practice
Findings reported in this article suggest thatthe use of collaborative projects can help to createwhat Fosnot (1996) refers to as a "community ofdiscourse" in which higher mental functions of bothchildren and teachers are purposefully shaped by theircollective learning and research. Such a communityis dependent upon experiences that are contextuallyembedded, with time, space and opportunity to prac-tice, reflect and use "language and other tools to
, guide or mediate cognitive activity" (Rogoff, 1990,p. 5). It is through the depiction of these preserviceteachers' daily experiences with one another and theirchildren that a portrait of novice inquirer was cre-ated. The use of multiple methods documented theirchallenges and successes and revealed the dynamic,complex nature of the development of inquiry.
The experiences of the students in this study maynot necessarily be typical of preservice teachers inother teaching and learning contexts. Nonetheless,this study expands our understandings of what ispossible in the promotion of preservice teacher de-velopment and reveals implications for the studyof teacher development. These implications may besummarized as follows. First, findings suggest thatthe implementation of collaborative projects pro-vides many of the critical components (e.g., genuineproblems, shared experiences, documentation, multi-ple perspectives, and teaching and research cycles)necessary for generating collaborative inquiry. Sec-ond, the value of partnerships in which teaching andresearch about teaching are mutually embedded maycontribute to the ability of young, inexperiencedpreservice teachers to develop skills and attitudes ofinquiry more quickly and deeply than if they learned
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on their own. Third, the change in preservice teacherdevelopment cannot be adequately portrayed throughan investigation of separate competencies such asconceptual levels, reflective writings or classroompractices. Rather, the development of inquiry isdynamic—a continuing phenomenon—and not justsimply an end point.
Findings from this study of the emergence of col-laborative inquiry among young teachers illuminatesas much about their potential development as mem-bers of collectives (what they are about to do andbecome) as their actual development. As such, thisstudy provides support for a reconceptualization ofpreservice teacher education that recognizes compe-tence as imagined potential R.S. New (personal com-munication, February 15, 2000) and assigns value tothe social construction of particular as well as sharedviews on what it means to be a good teacher.
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