Studies in Learning, Evaluation, Innovation and Development > Vol. 7, No. 1 (2010)

Measuring Inquiry in Teacher Education

Jane Devick Fry, University of Houston-Victoria
Carol Klages, University of Houston-Victoria
Amy Barnhill, University of Houston-Victoria


The purpose of this study is to identify productive reflective/inquiry-based written responses derived from textbooks. Two groups of teacher candidates used different journal types to prompt thinking about textbook content. Levels of inquriry and cognitive complexity were measured using the researchers' Pedagogoical Model of Inquiry and the Mc Daniel's cognitive Complexity Strands (Mc Daniel, 1991). Preliminary findings encourage the important of promoting inquiry-based thinking throughout Teacher Education Programs.

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