Evidence-Based Inquiry: A Methodology for the Continual Improvement of Teaching Practices

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Deaton, B., Recesso, A. & Hannafin, M. (2005). Evidence-Based Inquiry: A Methodology for the Continual Improvement of Teaching Practices. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 2529-2536). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/19471.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2005
Phoenix, AZ, USA
2005
ISBN 1-880094-55-X
  Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Benjamin Deaton, University of Georgia, United States; Arthur Recesso, Michael Hannafin, Learning and Performance Support Laboratory at the University of Georgia, United States

Abstract

The purpose of this paper is to illustrate how the Evidence-Based Inquiry (EBI) methodology is being used as a means for using direct evidence for the continuous improvement of teaching practices. This paper and presentation will introduce the EBI methodology and how teacher educators and preservice teachers are utilizing it. Specifically, we will address an EBI implementation in a science education methods course. The goal of the EBI methodology is to systemically change the way in which future teachers are prepared and equip them with a methodology that will allow for continuous professional development and support.

Keywords

• Teachers
• Preservice Teacher Education
• Professional Development

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