The Study
This study under the leadership of Cheryl Rosaen, associate professor of teacher education at Michigan State University, investigated the use of the practical inquiry process as professional development for beginning teachers. The work involved the inquiry experiences of two beginning teachers. Initially, both novices were employed as part-time co-teachers assigned to work with more experienced professionals. Activities used to support the inquiry process were: journal and interactive reflections on classroom observations and field notes; journal and interactive reflections on videotapes of classroom teaching; and inquiry group discussions. Concerns focused on 1) the roles a teacher plays in the learning community and how these roles influence the learning opportunities of students and 2) how the behavior and participation of disruptive students in a classroom affect classroom management.

The Findings
The process enabled the beginning teachers to think about ways to identify and study issues over time rather than looking for quick solutions. It also aided them in thinking about their developing professional identities and make modifications in how they presented themselves to their students. They came to see that by placing greater emphasis on the learning that came from undertaking assigned tasks and less on the disruptive behavior of a few students, more successful class management resulted. The process helped both beginners to gain more self awareness and confidence as teachers and recognize a number of difficulties inherent in co-teaching assignments. By looking closely at their own practice and their contributions to it, the beginning teachers became better prepared to think more deeply about issues and concerns in the future.

What It Means to You
While the use of the practical inquiry process may be a way to provide needed support and personal development for beginning teachers in your school, it could also strengthen the practice of those more experienced. Reflective writing, documenting the evolution of problems and their resolution and on-going dialogue can lead to a teacher1s deeper understanding of students, classroom practices, school and classroom contexts as well as self as a teacher. If practical inquiry is to be valued as an integral part of a teacher1s practice, then all who share teaching responsibilities should also share in examining and deliberating on current practice. Shared inquiry among novice and experienced teachers could promote professional dialogue about teaching and learning and create a culture that encourages teacher involvement in working toward common goals.

More Information
For more information, please review Rosaen, C. and Schram, P., "Professional Development for Beginning Teachers through Practical Inquiry," Educational Action Research, Vol. 5, No. 2, 1997.

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