Author Biography

A former high school English and middle school language arts teacher, Hilarie joined the Loras College faculty in 2012 after earning her PhD from the University of Illinois at Urbana-Champaign. Modeling innovative, student-centered teaching strategies is her passion, and she enjoys spending time in the Dubuque area secondary schools to remain up-to-date in current issues in local schools. Her research interests include novice teacher induction, promising pedagogical practices, and teacher inquiry.


This article reports on transitioning the focus of a general secondary methods course to incorporate teacher inquiry. The author describes the shifted nature of the course, which led to empowered teacher candidates who benefited from engaging in teacher inquiry cycles even after graduation. The author then uses a question and response format to address common questions that arise in conversations about incorporating teacher inquiry for the first time.