Improving Inquiry Teaching through Reflection on Practice

Autor/inn/en	Lotter, Christine R.; Miller, Cory
Titel	Improving Inquiry Teaching through Reflection on Practice
Quelle	In: Research in Science Education, 47 (2017) 4, S.913-942 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-016-9533-y
Schlagwörter	Middle School Teachers; Science Teachers; Inquiry; Teaching Methods; Educational Strategies; Reflective Teaching; Faculty Development; Science Education; Practicums; Group Discussion; Data Collection; Teacher Improvement + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Naturwissenschaftliche Bildung; Practicum; Praktikum; Praktika; Gruppendiskussion; Data capture; Datensammlung
Abstract	In this paper, we explore middle school science teachers' learning of inquiry-based instructional strategies through reflection on practice teaching sessions during a summer enrichment program with middle level students. The reflection sessions were part of a larger year-long inquiry professional development program in which teachers learned science content and inquiry pedagogy. The program included a 2-week summer institute in which teachers participated in science content sessions, practice teaching to middle level students, and small group-facilitated reflection sessions on their teaching. For this study, data collection focused on teachers' recorded dialogue during the facilitator-run reflection sessions, the teachers' daily written reflections, a final written reflection, and a written reflection on a videotaped teaching session. We investigated the teachers' reflection levels and the themes teachers focused on during their reflection sessions. Teachers were found to reflect at various reflection levels, from simple description to a more sophisticated focus on how to improve student learning. Recurrent themes point to the importance of providing situated learning environments, such as the practice teaching with immediate reflection for teachers to have time to practice new instructional strategies and gain insight from peers and science educators on how to handle student learning issues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01