Improving Teacher Education through Inquiry-Based Learning

Abstract

Preservice educators face daunting challenges throughout their professional development, but no challenge is greater than that of contextualizing their instruction within multicultural environments. Addressing the increasing diversity and ever-changing cultures within student populations is often skimmed over within teacher education curriculums; yet, its importance to the success of preservice teachers cannot be understated. Investigators developed two specific projects which led teacher candidates through a qualitative design research study, which aimed to innovate and promote inquiry-based learning within their elementary learners. These practical, real-world applications took teacher candidates through the process of effective instruction: assessment, modeling, scaffolding, and evaluation.