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BE MORE. BE LORAS.

Connect
Think about what your teacher
education program does to
effectively prepare teacher
education students to teach in
diverse communities?

LORAS.EDU
Using Teacher Inquiry to Explore Creating
Community through Cultural Relevancy

Paige Bildstein, Mikhayla Kruse-Meek,


Jillian Pohland, and Nicole Snitkey

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Loras College
1,500 students enrolled 105 Teacher Education Students

82.7% White
At Loras:
Dubuque Community: 91.7% White

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January Term

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New Experiences

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Highlights

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BE MORE. BE LORAS. Legacy Symposium

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“Teacher inquiry is
the systematic study
of a teacher’s own
practice.”

(Fichtman Dana & Yendol-Hoppey, 2014)


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Our Wondering

How has our extensive travel


field experience impacted the
way we approach Teacher
Education Program coursework?

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Data Collection
❖ Literature as data
❖ Field Notes
❖ Documents/Artifacts/Student Work
❖ Digital Pictures
❖ Reflective Journals
❖ Critical Friend Group Feedback

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Deeper Understandings

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Deeper Understandings

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Informing Next Steps
So what? Now what?
Meet with TEP
We found a lack
faculty to discuss
of diversity in
the intentional
texts,
integration of
discussions,
content related to
activities, and
diversity and
field experiences.
growth mindset.

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Informing Next Steps
So what? Now what?

A strong
Building
community is a
community will
critical feature of
be a priority in our
impactful
future classrooms.
classrooms.

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Informing Next Steps
So what? Now what?

Teacher inquiry is a
continuous process that We have the foundation
has enriched our to enter the teaching
understanding of profession as teacher
teaching and learning. leaders who will make
decisions based on data
Critical friend feedback
that we collect.
has pushed us to engage
as professionals.

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Questions?

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References
Cochran-Smith, M. & Zeichner, K. (2005). Studying
Teacher Education. American Educational Research
Association, Washington D.C.

Fichtman Dana, N. and Yendol-Hoppey, D. (2014). The


reflective educator’s guide to classroom research. Corwin:
Thousand Oaks, CA

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