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Preparing the Expert Novice: Preservice Teacher Thinking and Efficacy in Inquiry Design

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dc.contributor.authorBrugar, Kristy A.en
dc.contributor.authorAllen, Amy E.en
dc.contributor.authorRoberts, Kathryn L.en
dc.contributor.authorRatcliff, Kamrinen
dc.contributor.authorCapps, Caitlinen
dc.date.accessioned2023-11-09T20:06:50Zen
dc.date.available2023-11-09T20:06:50Zen
dc.date.issued2023-11en
dc.date.updated2023-11-09T18:33:41Zen
dc.description.abstractIn this study, we share the understandings and the reflections of preservice teachers as they engage in focus group interviews about inquiry in social studies, generally, and their reactions to publicly available Inquiry Design Model blueprints. These preservice teachers first discussed their understanding of inquiry, which was rooted in their university coursework. They then described their self-efficacy for implementing inquiry, generally, and the IDM blueprint, specifically, in their current field placements and future classrooms. This envisioned implementation often involved adaptations of the blueprints. Our goal in this research was to reconsider how preservice teachers experience and learn about social studies inquiry and, as a result of these experiences, whether and how they see themselves implementing social studies inquiry with students. This study can inform teacher educators to proactively address common barriers and better support preservice teachers.en
dc.description.versionAccepted versionen
dc.format.extentPages 495-507en
dc.format.extent13 page(s)en
dc.format.mimetypeapplication/pdfen
dc.identifier.doihttps://doi.org/10.1177/00224871231202956en
dc.identifier.eissn1552-7816en
dc.identifier.issn0022-4871en
dc.identifier.issue5en
dc.identifier.orcidAllen, Amy [0000-0001-6551-545X]en
dc.identifier.urihttp://hdl.handle.net/10919/116643en
dc.identifier.volume74en
dc.language.isoenen
dc.publisherSAGEen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectelementary teacher educationen
dc.subjectpreservice teacher educationen
dc.subjectsocial studies teacher educationen
dc.subjectteacher beliefsen
dc.subjectteacher learningen
dc.subject3901 Curriculum and Pedagogyen
dc.subject3903 Education Systemsen
dc.subject39 Educationen
dc.titlePreparing the Expert Novice: Preservice Teacher Thinking and Efficacy in Inquiry Designen
dc.title.serialJournal of Teacher Educationen
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten
dc.type.otherArticleen
dc.type.otherJournalen
pubs.organisational-group/Virginia Techen
pubs.organisational-group/Virginia Tech/All T&R Facultyen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciencesen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciences/School of Educationen
pubs.organisational-group/Virginia Tech/Liberal Arts and Human Sciences/CLAHS T&R Facultyen

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