Using Book Clubs to Support Inquiry in Teacher Education

Main Article Content

Patrick Dean Hales
Laura Hasselquist
Tony Durr


The bombardment of information on students in higher education has created a need for not only information processing skills but improved communicative competence and interpersonal relationship skills. In an attempt to address this, we have implemented book clubs in our undergraduate teacher education courses. In these book clubs, we facilitate students in both critique and analysis of perspectives at difference with one another as well as the process of communicating on a professional level. The results have been students who feel more confident in evaluating literature and hosting conversations with critical elements.


Download data is not yet available.

Article Details

How to Cite
Hales, P. D., Hasselquist, L., & Durr, T. (2021). Using Book Clubs to Support Inquiry in Teacher Education. Journal of the Scholarship of Teaching and Learning, 21(2).
Quick Hits


Burbank, M., Kauchak, D., & Bates, A. (2010). Book clubs as professional development opportunities for preservice teacher candidates and practicing teachers: An exploratory study. The New Educator, 6, 56-73.

Dweck, C. (2007). Mindset: The new psychology of success. New York, NY: Penguin Random House.

Kietzmann, J., Plangger, K., Eaton, B., Heilgenberg, K., Pitt, L., & Berthon, P. (2013). Mobility at work: A typology of mobile communities of practice and contextual ambidexterity. Journal of Strategic Information Systems, 3(4), 282-297.

NSRF (2015). Tuning Protocol. National School Reform Faculty.

Pomerance, L., Greenberg, J., & Walsh, K. (2016). Learning About Learning. National Council on Teacher Quality.

The Oxford Dictionaries. (2016). Word of the Year is Post-Truth.

Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge, MA: Cambridge University Press.