Transformative Inquiry in teacher education: evoking the soul of what matters

Michele T.D. Tanaka
2014 Teacher Development  
She has been an educator for over 30 years and currently mentors pre-service teachers as they explore Transformative Inquiry within their practice. Her research looks at the complicated terrain of developing this approach within teacher education including the process of mentoring, the rhythms of inquiry, and the role of reflexivity. Related research interests include indigenous education, cross-cultural understanding, and revisioning educational culture for sustainability. Under review please
more » ... nder review please do not cite 1/26/12 2 Transformative Inquiry in Teacher Education: Evoking the Soul of What Matters Learning to teach requires navigating an intricate terrain of complex and often overlapping issues, many of which extend beyond the classroom setting and are complicated by the extraordinary fact that we now have the ability to make life on the planet extinct. Teachers are uniquely placed to influence large numbers of learners and need to be particularly careful and aware of their professional ways of being~doing~knowing. Transformative Inquiry is a specific way of proceeding that responds to complexity by embracing both personal and social change. The contributor describes the approach as it developed over the course of her own professional career as an educator working with learners across the lifespan. Her vignettes of teaching illuminate the intertwined, endogenous and recursive elements that comprise the soul of Transformative Inquiry: thinking partners; emotional engagement; learner autonomy; disrupting binaries; generous listening; relational accountability; accessing other ways of knowing; and reflexivity.
doi:10.1080/13664530.2014.992459 fatcat:pu2vlebn4fgwvoa3efcr53ldk4