A Longitudinal Study of the Progression of Preservice and In-Service Science Teachers' Abilities to Teach Inquiry-Based Science

Autor/in	Bartley, Jeanette
Titel	A Longitudinal Study of the Progression of Preservice and In-Service Science Teachers' Abilities to Teach Inquiry-Based Science
Quelle	(2019), (355 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Illinois Institute of Technology
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0855-8991-8
Schlagwörter	Hochschulschrift; Dissertation; Science Instruction; Inquiry; Science Teachers; Teaching Methods; Beginning Teachers; Preservice Teacher Education; Middle School Teachers; High School Teachers; Practicums; Student Teaching; Context Effect; Teacher Attitudes; Values; Beliefs + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Junior teacher; Junglehrer; Lehramtsstudiengang; Lehrerausbildung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Practicum; Praktikum; Praktika; Teaching practice; Unterrichtspraxis; Lehrerverhalten; Wertbegriff; Belief; Glaube
Abstract	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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01