Supporting Pre-Service Elementary Teachers in Their Understanding of Inquiry Teaching through the Construction of a Third Discursive Space

Autor/in	Greca, Ileana M.
Titel	Supporting Pre-Service Elementary Teachers in Their Understanding of Inquiry Teaching through the Construction of a Third Discursive Space
Quelle	In: International Journal of Science Education, 38 (2016) 5, S.791-813 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1165892
Schlagwörter	Foreign Countries; Preservice Teachers; Elementary School Teachers; Inquiry; Teaching Methods; Case Studies; Science Instruction; Teaching Experience; Science Education; Elementary School Science; Theory Practice Relationship; Observation; Qualitative Research; Spain + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Theorie-Praxis-Beziehung; Beobachtung; Qualitative Forschung; Spanien
Abstract	Several international reports promote the use of the inquiry teaching methodology for improvements in science education at elementary school. Nevertheless, research indicates that pre-service elementary teachers have insufficient experience with this methodology and when they try to implement it, the theory they learnt in their university education clashes with the classroom practice they observe, a problem that has also been noted with other innovative methodologies. So, it appears essential for pre-service teachers to conduct supportive reflective practice during their education to integrate theory and practice, which various studies suggest is not usually done. Our study shows how opening up a third discursive space can assist this supportive reflective practice. The third discursive space appears when pre-service teachers are involved in specific activities that allow them to contrast the discourses of theoretical knowledge taught at university with practical knowledge arising from their ideas on science and science teaching and their observations during classroom practice. The case study of three pre-service teachers shows that this strategy was fundamental in helping them to integrate theory and practice, resulting in a better understanding of the inquiry methodology and its application in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01