Implications for the study and development of inquiry among early childhood preservice teachers: A report from one study
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This article was downloaded by: [Newcastle University]On: 20 December 2014, At: 23:41Publisher: Taylor & FrancisInforma Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House,37-41 Mortimer Street, London W1T 3JH, UK
Journal of Early Childhood Teacher EducationPublication details, including instructions for authors and subscription information:http://www.tandfonline.com/loi/ujec20
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 Tennesse , Knoxville, TN, 37996, USAPhone: +18659749354 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
To link to this article: http://dx.doi.org/10.1080/1090102020230107
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Journal of Early Childhood Teacher Education 23 (2002) 39-44
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 Tennesse, Knoxville, TN 37996, USA
Received 3 April 2001; accepted 10 September 2001
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.
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@example.com (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
40 MJ. Moron/Journal of Early Childhood Teacher Education 23 (2002) 39-44
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
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 pursuedthe 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.
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 entriesw