Mapping a teacher candidate’s journey through inquiry and into practice

Running head: MAPPING A JOURNEY THROUGH INQUIRY Mapping a teacher candidate’s journey through inquiry and into practice by Dana G Bell B.Sc., University of Victoria, 1996 A Thesis Submitted in Partial Fulfillment Of the Requirements for the Degree of MASTER OF ARTS In the Department of Curriculum and Instruction ã Dana G Bell, 2019 University of Victoria All rights reserved This Thesis may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author MAPPING A JOURNEY THROUGH INQUIRY Supervisory Committee Mapping a teacher candidate’s journey through inquiry and into practice by Dana G Bell B.Sc., University of Victoria, 1996 Supervisory Committee Dr Todd Milford, Department of Curriculum and Instruction Supervisor Dr Kathy Sanford, Department of Curriculum and Instruction Departmental Member ii MAPPING A JOURNEY THROUGH INQUIRY iii Abstract This study examines the lived experience of teacher candidates through a professional inquiry process and the influence of that experience on their eventual teaching practice Literature in this area typically follows teacher candidates and teachers through curriculum and instruction pedagogy coursework and then into the classroom to observe the incorporation of inquiry strategies and changes in disposition towards inquiry This work fails to address a teacher candidate’s experience through their own personal open inquiry process and whether or not that experience transfers into their teaching practice A nested case study approach - including both quantitative and qualitative data - were used to provide insight and build understanding towards the following questions: 1) What is the effect on a teacher candidate’s likelihood to employ an inquiry approach to science in their classroom following their own participation in an open-inquiry process during their teacher education? 2) How does participation in an inquiry process influence a developing teacher’s understanding of teaching and learning? Teacher candidates and teachers at varying stages of practice, completed a survey and three recently certified teachers were interviewed to explore the use of inquiry in their teaching The evidence suggests a key component to affecting the incorporation of inquiry approaches into the classroom was that personal experience with inquiry served to unsettle held beliefs and led to a change in disposition towards inquiry This study also explores the implications for the inclusion and importance of inquiry experiences early within teacher education programs Keywords: inquiry, teacher education, science education, teacher candidates, teaching and learning beliefs MAPPING A JOURNEY THROUGH INQUIRY iv Table of Contents Supervisory Committee ii Abstract iii Table of Contents iv List of Tables viii List of Figures ix Acknowledgements x Chapter 1: Introduction Historical Foundations of Inquiry Students in a World of Inquiry Teachers in a World of Inquiry Theoretical Framework Role of the Researcher Chapter 2: Literature Review 10 Understanding of Inquiry 11 Beliefs about Teaching and Learning 12 Teacher Candidate Confidence with Science Content 13 Implementation of Inquiry 15 Professional Learning and Partnering Strategies in Inquiry 16 Research Question 19 Chapter 3: Methodology 19 A Nested Case Study 20 MAPPING A JOURNEY THROUGH INQUIRY v Context and Participants 21 Methods of Data Collection 24 Surveys 25 Interviews 26 Data 27 Recruitment of participants 27 Analysis 28 Chapter 4: Findings 29 Participant Demographics 30 Overall Survey Results 31 Identification of participants working in the field and using inquiry 32 Level of comfort through inquiry 33 Significant learning 35 Context where inquiry is being used 38 Change through the inquiry experience 39 Teacher candidate understanding of inquiry 43 Qualitative Findings from Interviews 44 Tara’s Story 46 The inquiry experience 46 Approach to learning from an inquiry perspective 48 Inquiry experiences in the classroom 51 Challenges to implementing inquiry 54 Supports for inquiry 56 MAPPING A JOURNEY THROUGH INQUIRY vi Janet’s Story 57 The inquiry experience 58 Approach to learning from an inquiry perspective 59 Inquiry experiences in the classroom 60 Challenges to implementing inquiry 62 Supports for inquiry 63 Joan’s Story 64 The inquiry experience 64 Approach to learning from an inquiry perspective 65 Inquiry experiences in the classroom 67 Challenges to implementing inquiry 70 Supports for inquiry 74 Common Experiences and Themes between Participants 75 Chapter 5: Discussion and Conclusion 78 Effect on the Likelihood to Employ Inquiry 79 An upset to held values and beliefs 80 Change in disposition towards inquiry 80 Engaged in professional learning 81 Value placed on community 83 Challenges Experienced with Implementation 83 Influence on Understanding of Teaching and Learning 84 Challenging their concepts of learning 85 Challenging their ideas about the role of the teacher 86 MAPPING A JOURNEY THROUGH INQUIRY vii The language of learning 88 Unexpected Findings 89 Implications and Limitations 91 Future Research 92 Conclusion 93 Reference List 95 Appendices 103 Appendix A: Research Timeline 103 Appendix B: Survey Questions 104 Appendix C: Interview Questions 106 Appendix D: Recruitment Script 107 Appendix E: Survey Cover Letter for Implied Consent 108 Appendix F: Research Consent for Interview 109 Appendix G: Ethics Certificate of Approval 111 MAPPING A JOURNEY THROUGH INQUIRY viii List of Tables Table Summary of participants and demographics 30 Table Breakdown of positive responses to survey questions on the inquiry project 32 Table Frequency of responses by participants during semi-structured interviews 76 MAPPING A JOURNEY THROUGH INQUIRY ix List of Figures Figure Timeline of research 22 Figure Participants’ entry year to Teacher Education, work history and inquiry usage 33 Figure Comfort with an inquiry approach 34 Figure Categories of significant learning 36 Figure Inquiry approaches within subjects 39 Figure Inquiry experience effect on teacher candidate 40 Figure Mapping inquiry into practice by Group 1, 2, & 41 Figure Participants description of inquiry after project 44 MAPPING A JOURNEY THROUGH INQUIRY x Acknowledgements I would like to acknowledge and thank a number of people, without whom this journey would not have been possible First and foremost, I would like to thank my supervisor Dr Todd Milford, whose continual guidance, encouragement, feedback, and genuine interest in my research has made all the difference I would like to thank my committee member and professor, Dr Kathy Sanford, who inspires me to think outside the box and question that which goes unquestioned To both Dr Milford and Dr Sanford, your guidance and thought-provoking feedback throughout the writing process of this thesis was invaluable and has pushed me to be a better writer, researcher, and educator I would also like to thank Dr Carol Rees for agreeing to serve as my external committee member, whose research in teacher education inspires me in my work with teacher candidates I would like to acknowledge the amazing support of my colleague, Kerry Robertson, your ongoing encouragement, advice, and enthusiasm has made the completion of this thesis possible This research would not have been possible without the teacher candidates and teachers who were willing to participate by providing their experiences and insights into their practice; thank you for sharing your stories and a piece of who you are I hope this work serves as an encouragement to you and the wonderful work you are doing with your students Last, and certainly not least, I would like to thank my family: my husband, Russ, whose unwavering support, patience and love has been incredible through my whole program, but especially through the extremely intense writing phase; and my daughters, Natalie and Jillian, who ask great questions, were understanding when I was buried in research, and who continue to inspire me every day to find joy in life’s moments MAPPING A JOURNEY THROUGH INQUIRY 97 Toronto, Canada: Thompson Educational Publishing Crawford, B A (2007) Learning to teach science as inquiry in the rough and tumble of practice Journal of Research in Science Teaching, 44(4), 613–642 https://doi.org/10.1002/tea.20157 Crawford, B A (2014) From inquiry to scientific practices in the science classroom In N Lederman & S Abell (Eds.), Handbook of research on science education, Volume II (pp 515–541) New York, NY: Routledge Dewey, J (1938) Experience and education New York: Collier Books Dobber, M., Zwart, R., Tanis, M., & van Oers, B (2017) Literature review: The role of the teacher in inquiry-based education Educational Research Review, 22, 194–214 https://doi.org/10.1016/j.edurev.2017.09.002 Fazio, X., Melville, W., & Bartley, A (2010) The problematic nature of the practicum: A key determinant of pre-service teachers’ emerging inquiry-based science practices Journal of Science Teacher Education, 21(6), 665–681 https://doi.org/10.1007/s10972-010-9209-9 Fitzgerald, M., Danaia, L., & McKinnon, D H (2019) Barriers inhibiting inquiry-based science teaching and potential solutions: perceptions of positively inclined early adopters Research in Science Education, 49(2), 543–566 https://doi.org/DOI 10.1007/s11165-017-9623-5 Garrison, J (1996) A Deweyan theory of democratic listening Educational Theory, 46(4), 429– 451 https://doi.org/10.1111/j.1741-5446.1996.00429.x Gerring, J (2006) Case study research: Principles and practices Cambridge, UK: Cambridge University Press Retrieved from https://ebookcentral-proquest-com.ezproxy.library.uvic.ca Glassman, M (2001) Dewey and Vygotsky: Society, experience, and inquiry in educational practice Educational Researcher, 30(4), 3–14 https://doi.org/10.3102/0013189X030004003 MAPPING A JOURNEY THROUGH INQUIRY 98 Guest, G., MacQueen, K., & Namey, E (2012) Applied Thematic Analysis Thousand Oaks, CA: SAGE https://doi.org/10.4135/9781483384436 Herrington, D G., Bancroft, S F., Edwards, M M., & Schairer, C J (2016) I want to be the inquiry guy! How research experiences for teachers change beliefs, attitudes, and values about teaching science as inquiry Journal of Science Teacher Education, 27(2), 183–204 https://doi.org/10.1007/s10972-016-9450-y Hsu, P L., Reis, G., & Monarrez, A (2017) Identity discourse in preservice teachers’ science learning autobiographies and science teaching philosophies Canadian Journal of Science, Mathematics and Technology Education, 17(3), 179–198 https://doi.org/10.1080/14926156.2017.1343517 International Baccalaureate (2014) IB Curriculum Subject Brief Retrieved from https://www.ibo.org/globalassets/publications/recognition/chemistrysl2016englishw.pdf International Baccalaureate (2018) IB Curriculum Retrieved from https://www.ibo.org/programmes/diploma-programme/curriculum/sciences/ Jones, M G., & Leagon, M (2014) Science teacher attitudes and beliefs In N G Lederman & S K Abell (Eds.), Handbook of research on science education, Volume II (pp 830–847) New York: Routledge Kirschner, P A., Sweller, J., & Clark, R E (2010) Why minimal guidance during instruction does not work Educational Psychologist, 41(2), 75–86 https://doi.org/10.1207/s15326985ep4102 Kohn, A (2014) The illusion of discovery: Student-centered on the surface, teacher-directed down below Retrieved from https://www.alfiekohn.org/blogs/discovery/ Lee, C., & Krapfl, L (2002) Teaching as you would have them teach : An effective elementary MAPPING A JOURNEY THROUGH INQUIRY 99 science teacher preparation program Journal of Science Teacher Education, 13(3), 247– 265 Lindsay, G (2015) Reflections in the mirror of Reggio Emilia’s soul: John Dewey’s foundational influence on pedagogy in the Italian Educational Project Early Childhood Education Journal, 43(6), 447–457 https://doi.org/10.1007/s10643-015-0692-7 Lotter, C., Singer, J., & Godley, J (2009) The influence of repeated teaching and reflection on preservice teachers’ views of inquiry and nature of science Journal of Science Teacher Education, 20(6), 553–582 https://doi.org/10.1007/s10972-009-9144-9 Lotter, C., Smiley, W., Thompson, S., & Dickenson, T (2016) The impact of a professional development model on middle school science teachers’ efficacy and implementation of inquiry International Journal of Science Education, 38(18), 2712–2741 https://doi.org/10.1080/09500693.2016.1259535 Lotter, C., Yow, J A., & Peters, T T (2014) Building a community of practice around inquiry instruction through a professional development program International Journal of Science and Mathematics Education, 12(1), 1–23 https://doi.org/10.1007/s10763-012-9391-7 Lustick, D (2009) The failure of inquiry: Preparing science teachers with an authentic investigation Journal of Science Teacher Education, 20(6), 583–604 https://doi.org/10.1007/s10972-009-9149-4 Melville, W., Bartley, A., & Fazio, X (2013) Scaffolding the inquiry continuum and the constitution of identity International Journal of Science and Mathematics Education, 11(5), 1255–1273 https://doi.org/10.1007/s10763-012-9375-7 Melville, W., Fazio, X., Bartley, A., & Jones, D (2008) Experience and reflection: Preservice science teachers’ capacity for teaching inquiry Journal of Science Teacher Education, MAPPING A JOURNEY THROUGH INQUIRY 100 19(5), 477–494 https://doi.org/10.1007/s10972-008-9104-9 Meyer, X S., & Crawford, B A (2015) Multicultural inquiry toward demystifying scientific culture and learning science Science Education, 99(4), 617–637 https://doi.org/10.1002/sce.21162 Morrison, J A (2013) Exploring exemplary elementary teachers’ conceptions and implementation of inquiry science Journal of Science Teacher Education, 24(3), 573–588 https://doi.org/10.1007/s10972-012-9302-3 Morrison, J A (2014) Scientists’ participation in teacher professional development: the impact on fourth to eighth grade teachers’ understanding and implementation of inquiry science International Journal of Science and Mathematics Education, (12), 793–816 National Research Council (1996) National science education standards Washington, DC: National Academy Press National Research Council (2000) Inquiry and the national science education standards Washington, DC: National Academy Press Pilitsis, V., & Duncan, R G (2012) Changes in belief orientations of preservice teachers and their relation to inquiry activities Journal of Science Teacher Education, 23(8), 909–936 https://doi.org/10.1007/s10972-012-9303-2 Rees, C., Pardo, R., & Parker, J (2013) Steps to opening scientific inquiry: pre-service teachers’ practicum experiences with a new support framework Journal of Science Teacher Education, 24(3), 475–496 https://doi.org/10.1007/s10972-012-9315-y Riga, F., Winterbottom, M., Harris, E., & Newby, L (2017) Inquiry-based science education In K Taber & B Akpan (Eds.), Science education: An international course companion (pp 247–261) Rotterdam, Netherlands: Sense MAPPING A JOURNEY THROUGH INQUIRY 101 Sagan, C (1996) The demon-haunted world: Science as a candle in the dark New York, USA: Random House Slavin, R E., Lake, C., Hanley, P., & Thurston, A (2014) Experimental evaluations of elementary science programs: A best-evidence synthesis Journal of Research in Science Teaching, 51(7), 870–901 https://doi.org/10.1002/tea.21139 Somyürek, S (2014) An effective educational tool: construction kits for fun and meaningful learning International Journal of Technology and Design Education, 25(1), 25–41 https://doi.org/10.1007/s10798-014-9272-1 Steele, A., Brew, C., Rees, C., & Ibrahim-Khan, S (2013) Our practice, their readiness: teacher educators collaborate to explore and improve preservice teacher readiness for science and math instruction Journal of Science Teacher Education, 24(1), 111–131 https://doi.org/10.1007/s10972-012-9311-2 Thompson, N., & Pascal, J (2012) Developing critically reflective practice Reflective Practice, 13(2), 311–325 https://doi.org/10.1080/14623943.2012.657795 Turcotte, S., & Hamel, C (2016) Using scaffold supports to improve student practice and understanding of an authentic inquiry process in science Canadian Journal of Science, Mathematics and Technology Education, 16(1), 77–91 https://doi.org/10.1080/14926156.2015.1093199 Windschitl, M (2003) Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice? 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Thousand Oaks, CA: SAGE MAPPING A JOURNEY THROUGH INQUIRY 103 Appendices Appendix A: Research Timeline Item Finish Coursework Groundwork Literature review Define methods Research proposal Ethics application Create survey Interview prep 2018 07 X X X 2019 08 X X X X 09 X 10 X 11 X X X X X X X X X X X X X 12 Committee meeting Ethics approval 02 X X X 03 04 05 X X X X X X Data collection-survey Data collection-interview Data analysis First draft Second draft Final draft Finish date Defend X 06 07 08 X X X X X X X 09 10 11 X X X X 12 X X X X Proposal to committee 01 X X X X X X MAPPING A JOURNEY THROUGH INQUIRY 104 Appendix B: Survey Questions Online Survey to be used for the study (order subject to change): For all participants: • Please check which year you entered the Teacher Education Program: o Sept 2018 o Sept 2017 o Sept 2016 • Prior to entering the Teacher Education Program where have you had experience with inquiry learning? Check all that are appropriate o I had experience with inquiry learning through my post-secondary degree o I had experience with inquiry learning during high school (8-12) o I had experience with inquiry learning during elementary school (K-7) o I had experience with inquiry learning outside of formal education contexts o I cannot remember having any experience with inquiry learning situations • Prior to entering the Teacher Education Program how would you describe your experience during any inquiry learning? o Exciting o Frustrating o Allowed me to pursue an area of interest important to me o Uncomfortable with openness of inquiry approach o I cannot remember having any experience with inquiry learning situations • During the process of inquiry in EDCI 360 Link2Practice, I would describe my feelings as: (Mark on the scale from Strongly Agree to Agree to neutral to Disagree to Strongly Disagree) o Excited to pursue an area of interest o Overwhelmed with getting started o Grateful for allowing me to connect with other educators o Uncomfortable with the openness of an inquiry approach o Uncertain when the inquiry question was answered or finished o Enjoyment in the process o Frustrated with the process • After participating in the inquiry project as part of your seminar class in the first term of your Teacher Education Program: how would you describe your feelings of inquiry: (Mark on the scale from Strongly Agree to Agree to neutral to Disagree to Strongly Disagree) MAPPING A JOURNEY THROUGH INQUIRY o o o o o o o 105 I feel confident to take on my own inquiry I am encouraged to try an inquiry approach with students I see value in an inquiry approach to science curriculum I see value in an inquiry approach to humanities curriculum An inquiry approach has changed my understanding of teaching and learning Inquiry is uncomfortable I not know how to incorporate inquiry into a classroom setting • Having participated in an inquiry project how would you describe your understanding of inquiry: (Mark on the scale from Strongly Agree to Agree to neutral to Disagree to Strongly Disagree) o Inquiry is a learning strategy o Inquiry is a teaching strategy o Inquiry is used for learners to explore an area of interest o An inquiry approach is only useful as a personal project not a whole class application o Inquiry allows learners to go deeper into an area of study o An inquiry approach can be used in a classroom if led by the teacher o The teacher is irrelevant in an inquiry project • Did participating in an inquiry help you approach learning differently? Explain (open response) BREAK: If participant checked 2018 above, this is the end of the survey If you checked that you started the Teacher Education Program in Sept 2016 or 2017, the following three questions are open to you: • Have you used an inquiry approach to learning in your teaching practice? o Yes o No • If you answered yes to the previous question, what subjects or contexts have you incorporated inquiry learning? Check all that are appropriate o Humanities o Sciences o Math o Fine Arts o Other: _ • Did participating in an inquiry help you approach teaching differently? Explain (open response) MAPPING A JOURNEY THROUGH INQUIRY 106 Appendix C: Interview Questions Interview guide to be used for the study: Demographic Gathering: The interview session will begin with general questions to gather some information about the participants background and teaching experience: • • • • What year did you graduate with your Bachelor of Education? What was the context of your teaching practica? Grade? Geographical location? What has been your teaching experience since completing the program? Tell me about your inquiry project that you completed in the Teacher Education Program Interview Questions: • • • • • • Before you began your teacher education, what was your understanding or experience with inquiry? Did you value participating in a personal inquiry project? Why or why not? Did participating in an inquiry help you approach learning in the classroom from an inquiry perspective? During practicum and/or teaching experiences, how has an inquiry approach been used in your practice? What have you found to be the challenges to incorporating inquiry learning in the classroom? Have you continued to use an inquiry model for your own learning and further development? MAPPING A JOURNEY THROUGH INQUIRY 107 Appendix D: Recruitment Script Email Script for Recruitment Hello Teachers and Teacher Candidates, You are being invited to participate in a study entitled A teacher candidate’s journey through inquiry and into the classroom that is being conducted by Dana Bell, a graduate student and teacher educator in the department of Curriculum and Instruction at the University of Victoria The purpose of this research project is to discover the impacts of teacher candidates participation in an inquiry project The research aims to uncover whether participating in a personal teacher inquiry has an influence on a developing teacher's practice and approach to teaching science You are being asked to participate in this study because you experienced a teacher inquiry process as part of your teacher education at the University of Victoria If you agree to voluntarily participate in this research, this will include completing an online anonymous survey taking approximately minutes to complete Your participation in this research must be completely voluntary Initial contact for requesting your participation has been sent by a third party and therefore the researcher is unaware of participants in the study There is no academic, financial, or professional consequence linked to your participation If you decide to participate, you may withdraw at any time without any consequences or explanation If you would like to participate, click on the link below to the online anonymous survey Thank you MAPPING A JOURNEY THROUGH INQUIRY 108 Appendix E: Survey Cover Letter for Implied Consent Faculty of Education | Department of Curriculum & Instruction MacLaurin Building | PO Box 1700 STN CSC Victoria BC V8W 2Y2 Canada T 250-721-7870 | F 250-721-7598 Research Project Title: A teacher candidate’s journey through inquiry and into the classroom You are being invited to participate in a study entitled A teacher candidate’s journey through inquiry and into the classroom that is being conducted by Dana Bell, a graduate student and teacher educator in the department of Curriculum and Instruction at the University of Victoria The purpose of this research project is to discover if there are lasting effects on teacher candidates participating in an inquiry project The research aims to uncover whether participating in a personal teacher inquiry, exploring an aspect of education or educational practice, has an influence on a developing teacher's practice and approach to science Research of this type is important because it will explore whether or not a personal experience with inquiry as a learner has an influence on a developing teacher's attitude and approach to science and whether or not the approach is incorporated into their practice You are being asked to participate in this study because you experienced a teacher inquiry process as part of your teacher education at the University of Victoria If you agree to voluntarily participate in this research, this will include completing an online anonymous survey Your participation in this research must be completely voluntary If you decide to participate, you may withdraw at any time without any consequences or explanation If you withdraw from the study, the anonymous survey data cannot be retrieved The researcher may have a relationship to potential participants as they are participants or graduates of the Teacher Education Program To help prevent this relationship from influencing your decision to participate, the following steps to prevent coercion have been taken; initial contact for requesting your participation has been sent by a third party and therefore the researcher is unaware of participants in the study There is no academic, financial, or professional consequence linked to your participation Your anonymity and confidentiality will be protected by the use of an anonymous on-line survey For those who have graduated from the Teacher Education Program, there will be an opportunity to volunteer for the interview portion of the study, through an external link in the survey which will not be linked to the participants’ responses in the survey It is anticipated that the results of this study will be shared with others in conferences and presentations, and through the publication of a thesis, and online through ‘UVicSpace’ Primary data from this study will be disposed of in three years from collection date Following the completion of the thesis presentation electronic data will be erased and any paper documents will be shredded You may verify the ethical approval of this study, or raise any concerns you might have, by contacting the Human Research Ethics Office at the University of Victoria (250-472-4545 or ethics@uvic.ca) Your completion of the following survey indicates that you understand the above conditions of participation in this study and that you consent to participating in the survey portion of the study MAPPING A JOURNEY THROUGH INQUIRY 109 Appendix F: Research Consent for Interview A Teacher Candidate’s journey through Inquiry and into the classroom You are being invited to participate in a study entitled A Teacher Candidate’s journey through Inquiry and into the Classroom that is being conducted by Dana Bell Dana Bell is a graduate student and teacher educator in the department of Curriculum and Instruction at the University of Victoria and you may contact her if you have further questions by email: dgbell@uvic.ca As a graduate student at the University of Victoria in the Faculty of Education, I am required to conduct research as part of the requirements for a degree in Master’s of Education, Educational Studies It is being conducted under the supervision of Dr Todd Milford You may contact my supervisor at 250-7217808 Purpose and Objectives The purpose of this research project is to discover if there are lasting effects on teacher candidates participating in an inquiry project The research aims to uncover whether participating in a personal teacher inquiry, exploring an aspect of education or educational practice, has an influence on a developing teacher's practice and approach to science Research of this type is important because it will explore whether or not a personal experience with inquiry as a learner has an influence on a developing teacher's attitude and approach to science and whether or not the approach is incorporated into their practice You are being asked to participate in this study because you experienced a teacher inquiry process as part of your teacher education If you agree to voluntarily participate in this research, this will include completing an online anonymous survey (already complete) and a 30 minute interview, at the University of Victoria You will also have the opportunity to share documents outlining your classroom experience with an inquiry approach to learning and teaching The interviews will be set at a convenient time for participants, given work schedules, between the dates of February and March 30, 2019 There are no known or anticipated risks to you by participating in this research The potential benefits of your participation in this research include your professional development of further understanding inquiry and the continued development of a reflective practice The wider context is allowing your experience through inquiry to benefit emerging educators as well as the learners with which you work Your participation in this research must be completely voluntary If you decide to participate, you may withdraw at any time without any consequences or explanation If you withdraw from the study, your interview captured data will only be used if participant gives permission The researcher may have a relationship to potential participants as they are graduates of the Teacher Education Program To help prevent this relationship from influencing your decision to participate, the MAPPING A JOURNEY THROUGH INQUIRY 110 following steps to prevent coercion have been taken; initial contact for requesting your participation has been sent by a third party and there is no academic, financial, or professional consequence linked to your participation Your confidentiality and the confidentiality of the data will be protected by the use of pseudonyms in the presentation of the data It is anticipated that the results of this study will be shared with others in through the publication of a thesis, scholarly presentations and online through ‘UVicSpace’ Data from this study will be disposed of following the completion of the thesis presentation by erasing electronic data and shredding any paper documents collected In addition, you may verify the ethical approval of this study, or raise any concerns you might have, by contacting the Human Research Ethics Office at the University of Victoria (250-472-4545 or ethics@uvic.ca) Your signature below indicates that you understand the above conditions of participation in this study and that you have had the opportunity to have your questions answered by the researcher _ _ Name of Participant Signature Date MAPPING A JOURNEY THROUGH INQUIRY 111 Appendix G: Ethics Certificate of Approval Office of Research Services | Human Research Ethics Board Michael Williams Building Rm B202 PO Box 1700 STN CSC Victoria BC V8W 2Y2 Canada T 250-472-4545 | F 250-721-8960 | uvic.ca/research | ethics@uvic.ca Certificate of Approval PRINCIPAL INVESTIGATOR Todd Milford (Supervisor) ETHICS PROTOCOL NUMBER 18-1194 Expedited review - delegated PRINCIPAL APPLICANT UVIC DEPARTMENT Dana Bell Master's student ORIGINAL APPROVAL DATE 2018 Dec 19 Curriculum & Instruction APPROVED ON 2018 Dec 19 APPROVAL EXPIRY DATE 2019 Dec 18 PROJECT TITLE Tracking teacher candidates' journey through inquiry into the classroom RESEARCH TEAM MEMBERS None DECLARED PROJECT FUNDING None DOCUMENTS INCLUDED IN THIS APPROVAL Revision Table.docx - December 18, 2018 Implied Consent Survey Cover Letter Dec 18 Version Dana Bell.docx - December 18, 2018 Research Consent Dec 18 Version Dana Bell.docx - December 18, 2018 Survey Questions Dec 18 Version Dana Bell.docx - December 18, 2018 Interview Questions Dana Bell.docx - November 23, 2018 Email Script for Recruitment.docx - November 23, 2018 CONDITIONS OF APPROVAL This Certificate of Approval is valid for the above term provided there is no change in the protocol Modifications To make any changes to the approved research procedures in your study, please submit a “Request for Modification” form You must receive ethics approval before proceeding with your modified protocol Renewals Your ethics approval must be current for the period during which you are recruiting participants or collecting data To renew your protocol, please submit a “Request for Renewal” form before the expiry date on your certificate You will be sent an emailed reminder prompting you to renew your protocol about six weeks before your expiry date Project Closures When you have completed all data collection activities and will have no further contact with participants, please notify the Human Research Ethics Board by submitting a “Notice of Project Completion” form Certification This certifies that the UVic Human Research Ethics Board has examined this research protocol and concluded that, in all respects, the proposed research meets the appropiate standards of ethcis as outlines by the University of Victoria Research Regulations Involving Human Participants Dr Rachael Scarth Associate VP Research Operations Certificate Issued On: 2018 Dec 19