Toward a theory of action for practitioner inquiry as professional development in preservice teacher education. (January 2021)

• Record Type: Journal Article
• Authors: Rutten, Logan
• Is Part Of: Teaching and teacher education. Volume 97(2021)
• Publication Date: 2021-01
• Subjects: Action research -- Practitioner inquiry -- Preservice teacher education -- Preservice teachers -- Professional development -- Teacher education; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2020.103194
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: This article reviews 35 empirical studies of practitioner inquiry as professional development (PD) in preservice teacher education. Process orientation, collaboration, reflection, dedicated time, and skilled facilitation were identified as core features of practitioner inquiry. Reported outcomes for preservice teachers included implementation of new instructional strategies, assessments, and technologies. These findings were integrated with an existing framework to develop an emerging PD theory of action. The review consolidates practitioner inquiry's characteristics, contributing a generative framework to inform future research and facilitation of practitioner inquiry. It observes a need for research documenting practitioner inquiry's impacts through novel methods and theoretical frameworks. Highlights: Practitioner inquiry's core features are consolidated in a theory of action. Practitioner inquiry increases PSTs' attentiveness to learners' characteristics. Impacts upon PSTs' teaching practices and student outcomes are underexplored. Practitioner inquiry's role in PSTs' commitment to social justice is understudied. Future research could consider multi-site, international, and other novel designs.