Page 141 - Empowering pre-service teachers through inquiry - Lidewij van Katwijk
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                                 practice corresponds to an increase in task complexity, autonomy and responsibility. Development of an inquiry stance can be visualised by diving deeper. This development is evident in, for example, the type and depth of the questions pre-service teachers pose or the literature they use to substantiate their choices and validate their practice.
General conclusion and discussion
                                                   Figure 6.1 The lemniscate model for curriculum design of teacher education, in which improvement of the teach- ing practice (reaching higher) and development of an inquiry stance (diving deeper) contribute to development of personal and professional identity (PPI) of pre-service teachers by continuous interaction.
The pre-service teacher profiles described in Chapter 5 are visible in the model. High achievers take the largest loops for improvement of practice and development of an inquiry stance. Good practitioners will not reach the same depth ‘beneath the waterline’ as the high achievers but do ultimately take the loop in improvement of practice. Academic pre-service teachers, as described in Baan et al. (2019), have the potential to dive deeper and to show more methodological rigor in their practitioner research or inquiry.
This model may be more widely applicable; for example, we assume the development of personal and professional identity to continue in induction programmes for early-career teachers. Other professional bachelor’s degree programmes at universities of applied sciences in the Netherlands, as well as post- graduate teacher education in research universities, experience the same tension in
Improvement of pracce
Development of an inquiry stance

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