Collaborative Inquiry for Knowledge Building among Children in Clinical Courses at the Master's Level at an American College in New York State: A Descriptive Case Study

• Autorzy: Barbara Vokatis
• Języki publikacji: PL

Abstrakty

EN

In this article, I describe how I teach graduate students who are in-service teachers in our master's literacy program on how to facilitate in- quiry-based learning among school children. This type of learning concen- trates on students' curiosity, asking questions, and investigating problems in collaboration. The teacher in such learning is more of a facilitator working to- wards helping children in becoming more independent learners. In my role as a teacher educator and coach I have used several resources to develop my own practice of teaching inquiry learning since 2015. I describe how I structure my graduate students' tutoring for inquiry and how I teach the ways of utilizing literacy teaching strategies and routines, such as shared reading and account- able talk, in order to facilitate children's knowledge building and their in- creasing independence in collaborative work. I also describe how my research interests that concentrate around investigating innovative inquiry-based learning spaces has informed this teaching. (original abstract)

Słowa kluczowe

PL

Gromadzenie wiedzy; Kształcenie nauczycieli; Uczenie się przez działanie

EN

Knowledge acquisition; Education of teachers; Learning by doing

• Czasopismo: Chowanna
• Rocznik: 2022
• Tom: 1(58)
• Strony: 1--14

Twórcy

autor

Barbara Vokatis

• The State University of New York at Oneonta

Bibliografia

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Identyfikatory

DOI

10.31261/CHOWANNA.2022.58.05