Capturing and assessing evidence of student teacher inquiry: A case study
Abstract In this paper, we present five principles underlying teacher inquiry and report a case study during which student teachers in a US teacher education programme used evidence-based decision support, an inquiry method designed to help teachers analyse and adapt their own teaching through the use of a video analysis tool. This case study examined interplay among tools designed to guide teaching practice, student teachers’ own self-guided inquiry, and feedback from cooperating teachers as they made instructional decisions. Preservice teachers initially accepted the guidance provided by teaching analysis tools, but abandoned the tools in favour of informal self-assessments and feedback from cooperating teachers when they assumed teaching responsibilities in their own classrooms. We discuss the role of external support and video evidence in guiding preservice teacher inquiry.
This project used a mixed methods approach to explore the quality of life of youth with physical impairment and their caregivers during a life transition, namely the move from primary to secondary school. The lived experience of both the caregivers and the youth provided a perspective of the impact of the environment for the youth as well as the impact of caregiving for the families. Identifying and accessing relevant and appropriate information for caregivers to assist in decision making, and provision of therapeutic interventions for the youth, during this developmental period, were seen to be crucial for a beneficial transition.