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Engaging in Practitioner Inquiry in a Professional Development School Internship.

In this article, the author briefly describes her efforts to explore the lived experiences of teacher candidates (interns) completing an internship in a K-4 Professional Development School (PDS), while engaged in practitioner inquiry. This phenomenological study followed five interns’ engagement in practitioner inquiry to investigate how their inquiry experiences influenced their belief development. The findings were organized into five overall themes in which inquiry supported the authenticity, complexity, enactment, empowerment, and transferability of beliefs. Knowledge gained from this study provides new insights into preservice teacher learning in a PDS setting. NAPDS Essentials addressed: 2. A school-university culture committed to the preparation of future educators that embraces their active engagement in the school community; 4. A shared commitment to innovative and reflective practice by all participants; 5. Engagement in and public sharing of the results of deliberative investigations of practice by respective participants; 6. An articulation agreement developed by respected participants delineating the roles and responsibilities of all involved. Engaging in Practitioner Inquiry During a Professional Development School Internship Teachers’ beliefs are ‘‘tacit, often unconsciously held assumptions about students, classrooms, and the academic material to be taught’’ (Kagan, 1992, p. 65). When preservice teachers enter teacher education programs, their initial beliefs often clash with their classroom experiences and coursework (Richardson, 2005). The tensions between personal schooling experience, theoretical knowledge presented in coursework, and observations in the field create opportunities for meaningful preservice teacher learning. Furthermore, engaging preservice teachers in activities that collide past experiences with new experiences may encourage the re-examination of one’s beliefs about teaching