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INQUIRY / REFLECTIVE PRACTICE
Good teachers continually engage in an inquiry process as they speak with individual children; appraise levels of student interest, motivation, and achievement; engage in discussions and make decisions about their curriculum, teaching practices, and school policies. We are, therefore, committed to the notion that critical inquiry is central to all work of teachers. This commitment is evidenced in all course work as students practice skills of critical inquiry while they work together in cross-disciplinary teams, develop a school-based inquiry project related to a specific educational issue, and refine their teaching practices as interns in public schools. These skills assist teachers in understanding the ways in which knowledge is generated and the interrelationship of theory with practice.
Attributes:
- Uses an organized and structured system for maintaining information about student achievement to reflect on teaching to improve learning.
- Designs and implements a personal professional growth plan.
- Uses a variety of assessment techniques to monitor and inform instructional and curricular decisions. Uses formal and informal assessment strategies for evaluating and ensuring the continuous intellectual, social, and physical development of the learner. (o)
- Evaluates effects of teaching through feedback and reflection. Opportunity to reflect on his/her teaching and its effects on student growth and learning. (r)
- Establishes goals for professional improvement and remains current in subject area(s), theories, practice, and research.
- Understands the social, historical, and philosophical foundations of education, including an understanding of the moral, social and political dimension of classrooms, teaching, and schools. (c)
- Knows about inquiry and research. (f)
Inquiry Impact Statement
Definition of Impact Statement
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NAME © 2000
Last updated: March 3, 2000
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