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Author Biography

Yun-chen Yen https://orcid.org/0000-0002-9932-6224

Yun-chen Yen is an educator whose scholarship examines practitioner inquiry as a form of professional learning across diverse cultural and geographic contexts, with a particular focus on school-university partnerships.  

Rachel Wolkenhauer https://orcid.org/0000-0003-4713-9723

Rachel Wolkenhauer is a teacher education practitioner and scholar, particularly interested in practitioner inquiry and inquiry communities as pedagogical approaches for teacher learning across the career span. 

Abstract

This case study of a Taiwanese teacher candidate’s inquiry experience during her internship uses emotions as a lens for analyzing how she developed and refined her inquiry stance as a critical habit of mind. Using emotions as points of reflection and action, the teacher candidate came to see herself as a responsible and critical generator of knowledge, understood practice as a synthesis of reflection and action, and reframed the purpose of inquiry as elevating student voices and cultivating teacher curiosity. An inquiry community played a critical role in sustaining her engagement and commitment. This study suggests that teacher emotions can serve as both an analytical and pedagogical tool for teacher educators seeking to assess and support teacher candidates’ development of an inquiry stance.

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