Professional development for beginning teachers through practical inquiry

Abstract

Abstract Two teacher educators engaged in a practical inquiry into their attempts to support the inquiry process for beginning teachers by asking: (a) How can novices be supported in using practical inquiry to inform their practice?, (b) What might practical inquiry look like during the first year of teaching?, and (c) What does (or doesn't) practical inquiry help novices learn from teaching? Two novices’ practical inquiry experiences are described. The article concludes with a discussion of the content and process of practical inquiry and its potential as a form of professional development.