Hero, wanderer, companion, or colleague? Theorizing teacher candidates' orientations toward community during practitioner inquiry-based clinical practice

Previous research has demonstrated the potential of practitioner inquiry for developing an inquiry stance among teacher candidates. Little is known, however, about how teacher candidates' ways of engaging with inquiry communities relate to inquiry stance development. This study investigated how teacher candidates engaged with community in a clinically based teacher education program in the United States. A thematic analysis of 30 semi-structured interviews (five with each of six participants) revealed eight approaches to collaboration and structure reflecting four community orientations. The findings suggest that more deeply understanding teacher candidates' engagement with community could assist teacher educators in promoting inquiry stance.