Page 58 - Empowering pre-service teachers through inquiry - Lidewij van Katwijk
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                                Chapter 3
 research and scientific knowledge in their practice, and share new insights (Dana & Yendol-Hoppey, 2014). In this research, we consider inquiry as stance similar to inquiry-based work (Baan et al., 2018; Uiterwijk-Luijk, Krüger, Zijlstra, & Volman, 2017), and inquiry habit of mind is a crucial component. The Dutch primary teacher education program describes the development of inquiry habit of mind as one of the most important purposes and value of pre-service teacher inquiry (Van Katwijk et al., 2019b). Its characteristics include being critical, curious, and willing to share; seeking to innovate and improve; and wanting to achieve deep understanding (Van der Rijst, 2009).
How to develop inquiry competence
Compared with the volume of literature on teaching research skills to graduate students, there is scarce literature that focuses on teaching pre-service teacher inquiry competence to undergraduates (Dunn et al., 2008; Munthe & Rogne, 2015). Healey and Jenkins’s (2009) general model of undergraduate research and inquiry
Figure 3.1 Healey and Jenkins (2009) model, adapted with inquiry competencies

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