The Teacher as Guide
A conception of the inquiry teacher
Bibliographic Data
| ID | 8856883 |
|---|---|
| Authors | Clinton Golding (a Higher Education Development Centre, University of Otago, corresponding author) |
| Year | 2012 |
| Volume | 45 |
| Issue | 1 |
| Pages | 91-110 |
| Publication date | 2012-09-24 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00131857.2012.715387 |
| OpenAlex | W2163214489 |
| Language | EN |
| Citations received | 7 |
| References cited | 11 |
This article explains how teachers might navigate inquiry learning despite the experience of a constant tension between abandoning their students and controlling them. They do this by conceiving of themselves as guides who decide the path with students, not for them. I build on a conception of teaching as guiding from Burbules, and argue that inquiry teachers should take the particular stance of an expedition-educator (rather than the stance of either a tour-leader or an expedition-leader). They should guide students to make progress during co-inquiry, rather than leading them to follow the teacher’s agenda. This stance gives a heuristic they can use to balance control and abandonment in their pedagogical practice—they judge which pedagogical actions to take, and when, according to which actions are likely to help their students to engage in autonomous inquiry and hence learn to guide themselves. Students thus can learn to inquire by participating in an inquiry which is guided, but not controlled, by their teacher
Abandonment (legal · Epistemology · Heuristic · Mathematics education · Pedagogy · Sociology · Teacher education · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Psychology · Science Education and Pedagogy
Examining the nature of teacher interactions in a collaborative inquiry-based classroom setting using a Kikan-Shido lens
A philosophy for children approach to professional development of teachers
Achieving Critical Life Skills with Inquiry-Based Learning in Social Work Education
The Community of Inquiry
How Teacher-Related Factors Affect Students’ Higher-Order Thinking in the Urban Science Classroom
Experimenting Within an Education Community
Comparing teacher beliefs and actions during collaborative geographical inquiry
| Unique citing works | 7 |
|---|---|
| Citations per year | 0,64 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |