Wednesday, March 8
11:30-11:50 AM
Capitol South

Preservice Teacher Inquiry Cycles in a Technology in Education Course: Emerging Maker Dispositions Toward an Inquiry Stance for Education

Brief Paper ID: 50399
  1. aaa
    Aimee Barber
    University of Louisiana at Lafayette
  2. aaa
    Douglas Williams
    University of Louisiana at Lafayette
  3. aaa
    Nathan Dolenc
    University of Louisiana at Lafayette

Abstract: Highly effective teachers are problem solvers who dig deeply into issues of practice. This project infused the inquiry process into a Technology in Education methods course for preservice teachers. Facilitators used designed-based educational technology to nurture a maker mindset in preservice teachers. Preservice teachers worked through the inquiry process to create potential solutions for interest-based educational issues. Through a pre/post survey and the collection of field notes, researchers discovered increased preservice teacher ability to dig deeply into issues surrounding education. They also showed growth in their perceived ability to solve problems as they arise in their future classrooms. Finally, researchers found a common theme of empowerment mentioned in open responses about the inquiry experience. This work seeks to add to an existing research-base of teacher education pedagogy to nurture innovation and empowerment in preservice teachers.

Presider: Douglas Darby


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