Teacher Inquiry: From knowledge to knowledges

Abstract

An inquiry-based approach to teacher education extends the tradition of reflective practice and hints at a transition from nomethetic values to a post-modern epistemology that validates multiple knowledges as “scientific.†Preparing teachers disposed to inquire is essential in our ever more diverse classrooms, but it requires modeling and space to grow in pre-service teacher education. After examining theoretical bases, we describe an inquiry into inquiry in a year-long M.Ed. program for future secondary language arts teachers based on discourse analysis of private conversations between two interns during their teaching practicum. We suggest that encouraging a “wondering†stance in teacher education can help prepare teachers who are critical thinkers and life-long learners who understand when and where selected practices are best.