Teacher's Reflection of Inquiry Teaching in Finland before and during an In-Service Program: Examination by a Progress Model of Collaborative Reflection

Autor/inn/en	Kim, Minkee; Lavonen, Jari; Juuti, Kalle; Holbrook, Jack; Rannikmae, Miia
Titel	Teacher's Reflection of Inquiry Teaching in Finland before and during an In-Service Program: Examination by a Progress Model of Collaborative Reflection
Quelle	In: International Journal of Science and Mathematics Education, 11 (2013) 2, S.359-383 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-012-9341-4
Schlagwörter	Foreign Countries; Inquiry; Active Learning; Science Instruction; Inservice Teacher Education; Cooperation; Reflection; Science Teachers; Beliefs; Teaching Methods; Finland + Suchen Sie Ihr Suchwort? Ausland; Aktives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerfortbildung; Co-operation; Kooperation; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Belief; Glaube; Teaching method; Lehrmethode; Unterrichtsmethode; Finnland
Abstract	In inquiry-based science education, there have been gradual shifts in research interests: the nature of scientific method, the debates on the effects of inquiry learning, and, recently, inquiry teaching. However, many in-service programs for inquiry teaching have reported inconsistent results due to the static view of classroom inquiries and due to the partial perspective between individual and collaborative reflections. Thus, by means of a theoretical progress model of collaborative reflection, this qualitative research aims to investigate reflections of four participant teachers before and during a half-year in-service teacher program. The model captures the following four interactions for each individual teacher and among the teacher cohort: belief to practice, practice to belief, stimulation, and reinforcement. The audio-video data and their quantification allowed identification of the teachers' consistent prior beliefs and practices as a multiplicity of inquiry teaching and their interwoven progress during the program. The findings are further discussed in terms of the "implicit development" and the "richer repertoire." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10