Dale Langsford 2025 - No Knowers Left Behind: Helping students engage with practice-based inquiry

​So you’ve developed a cool research-based teaching and learning strategy to help your students but some don’t use it. What now? This Roundtable demonstrates how LCT was used to investigate a problem with student learning, develop an intervention, analyse the take-up and address challenges with a practice-based self-study project. I’ll share how a group of teacher educators used different parts of LCT to create a potentially powerful intervention that guided students to write deeper reflections on their classroom practice and then analyse them. First, I discuss how we used Semantics to develop reflection prompts that require student teachers to bring theory from their coursework to bear on the lessons they taught. However, not all students made use of the guidelines. While two-thirds of the students took up the guidance and wrote deeper reflections, one-third still did not. We then developed a practice-based inquiry task that required students to do a self-study of a reflection they had written. They were given translation devices for epistemic relations and social relations and used it to allocate strengths to their reflections. They then plotted the pathways of their reflection across the Specialization plane. I use extracts from their interpretation of their specialization pathway to show how this practice-based inquiry task helped students to see what codes they were enacting, which ones they could enact, and where they could strengthen epistemic relations and social relations to offer a more comprehensive and insightful reflection. Their analysis shows how this process gave them an imagination for possible pathways that empower them as reflective knowers.