All teachers are expected to teach inquiry-based science by the National Science Education Standards, the National Association of Science Teachers, and the Next Generation Science Standards (NRC, 1996; NSTA, 2012; NGSS Lead States, 2013). If this is the mandate for teachers of science, what does this look like over time for teachers? The current study was a longitudinal study focused on tracking the development of four science teachers’ inquiry-based instructional practices over time. The key research question was How do beginning science teachers from a preservice teacher education program that focuses specifically on inquiry-based science instruction conceptualize teaching science as inquiry as they move through preservice education, induction, and in-service?
Four science teachers (one middle school and three high school) from the same preservice teacher education program were followed during their student teaching practicum and first four years as beginning science teachers. Findings from this study suggest that beginning science teachers’ abilities to teach inquiry-based science over time are situational. It is heavily rooted in their values, beliefs, and the contexts in which they teach. The findings also suggest that regardless of a science teacher’s attitudes, values and beliefs about science teaching, the context in which they teach is important and can positively or negatively impact their abilities and willingness to teach inquiry-based science.
|Commitee:||Popovic, Gorjana, Hopkins, Joyce, Lederman, Norman|
|School:||Illinois Institute of Technology|
|Department:||Mathematics & Science Education|
|School Location:||United States -- Illinois|
|Source:||DAI-A 81/2(E), Dissertation Abstracts International|
|Subjects:||Science education, Teacher education|
|Keywords:||Inquiry, Inquiry-based instruction, In-service teachers, Instruction, Instructional practice, Preservice teachers|
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