Inquire Within: The Connection between Teacher Training in Inquiry Learning Methodology and Classroom Practice.

<p>This study describes the effects of an 11 week training for 2 preschool teachers focusing on systematizing an inquiry learning approach inspired by the literature on Reggio Emilia inspired practices. This study uses a qualitative, multi-methodology approach including interviews, examination of classroom documentation, and examination of the Broderick and Hong Cycle of Inquiry (© revised 2007) planning forms. Qualitative coding and narratives describe each teacher's data taken at 3 intervals in the study and describe changes, challenges, and successes in teacher practices. Results indicate that these teachers learned successful inquiry learning strategies and grew in both their understanding of the process and their ability to translate this to the classroom. Further studies are needed to determine the effects of adding administration to the mentoring process and if a short-term training can change long-term classroom practices.</p>

Name thesis:degree_name

MA (Master of Arts)

Level thesis:degree_level

Thesis - unrestricted

Discipline thesis:degree_discipline

Early Childhood Education

Year dc:date.issued

2008

Author dc:creator

• Ashe, Ariel Sky

• early childhood mentoring
• early childhood teacher preparation
• Constructivism
• inquiry education
• Reggio Emilia
• emergent curriculum
• Educational Sociology
• Social and Behavioral Sciences
• Sociology

Statement dc:rights

• Copyright by the authors.

Repository record dc:identifier

https://dc.etsu.edu/etd/1988

OAI identifier oai:identifier

oai:dc.etsu.edu:etd-3340