The critical role of writing in inquiry-based pre-service teacher education

Abstract

This chapter presents an exploratory case study based on an inductive content analysis of a practicum report produced by a student teacher within a Master Degree in Teaching. The report is based on an action research project conducted in a class of primary school children to enhance a constructivist approach to reading for learning. The analysis aimed at understanding the critical role of writing in inquiry-based professional learning processes by looking at the student teacher’s reflective discourse. A total of 141 segments were identified, accounting for the presence of 17 professional learning dimensions related with the conceptualization of the action research project, knowledge about action research, project development, and theorisation/ evaluating of action. Results suggest that action research and report writing are interconnected processes of learning from and about the pedagogical-research game, whereby novice teachers build their identity as pro-active educators. Even though our study is local and exploratory, it contributes to understanding the role of professional literacy practices in enhancing and documenting inquiry-based professional development processes.