Making Space for Informal Inquiry: Inquiry as Stance in an Online Induction Network
ARTICLE
Leah A. Zuidema
Journal of Teacher Education Volume 63, Number 2, ISSN 0022-4871
Abstract
This study brings the concept of inquiry as stance to bear on current understandings of how inquiry occurs within online networks for teacher induction. The author presents a case study of an online network that allowed 36 new teachers to participate in informal, spontaneous conversations. Genre research is used to examine the on-network, off-network relationship of teachers' inquiry activity. Using integrated analysis of the online messages and of interviews that focused on teachers' contexts and actions, the author presents a holistic portrait of teachers' participation in informal inquiries. The online discussions allowed novice teachers to collaboratively consider new possibilities and to individually develop and reconsider their frameworks for teaching secondary English. Inquiry mentors and researchers should recognize and make space for inquiry as stance by attending to ties between new teachers' on- and off-list activities--to how teachers enact inquiry as stance within and beyond online spaces. (Contains 4 figures and 1 table.)
Citation
Zuidema, L.A. (2012). Making Space for Informal Inquiry: Inquiry as Stance in an Online Induction Network. Journal of Teacher Education, 63(2), 132-146. Retrieved June 30, 2022 from https://www.learntechlib.org/p/72707/.

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
Cited By
View References & Citations Map-
New Teacher Academies: Building Digital Teacher Induction through Blogs and Social Media
Amanda Hurlbut, Sarah McMahan, Rebecca Fredrickson & Karen Dunlap, Texas Woman's University, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2274–2279
-
PK-12 Teachers’ Conceptualizations of Professional Learning Networks
Jeffrey Carpenter, Elon University, United States; Daniel Krutka, Texas Woman's University, United States; Torrey Trust, University of Massachusetts Amherst, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1936–1942
-
Digital Teacher Induction via Webinars and Social Media
Peggy Semingson, Denise Collins, Holly Hungerford-Kresser, Amanda Hurlbut, Joyce Myers, Dana Owens & Marla Robertson, The University of Texas at Arlington, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 367–372
-
Teacher to Teacher: An Investigation into Teacher-Generated Online Professional Development
Luke Rodesiler, Indiana University-Purdue University Fort Wayne, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 49–54
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.