Exploring the Development of Teacher Understanding and Use of Inquiry-based Instruction in Canadian and World Studies
Year: 2018
Type: dissertation
Abstract: Inquiry-based learning (IBL) has begun to be emphasized in the Canadian and World Studies (CWS) curriculum. Teacher understanding and usage of inquiry, however, is understudied and unclear. The present qualitative case study explores how teachers understand and use inquiry in CWS while taking part in two-part workshop on IBL administered through the board. Seven teachers were interviewed after each workshop and observations were conducted during the workshops. Using a developmental framework of professional development, findings show that teachers have a novice understanding of inquiry. Specifically, they have understood inquiry as a task or assignment rather than a process of learning. A prescriptive understanding of inquiry, exacerbated by systemic barriers for teachers and students, has led to pseudo-inquiry (practice that contains elements of inquiry but is not connected by the essence of inquiry).
Source: TSpace (University of Toronto)
Author: Marina Sadik
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2999993621