Balancing Teacher and Student Roles in Elementary Classrooms: Preservice Elementary Teachers' Learning about the Inquiry Continuum

Autor/inn/en	Biggers, Mandy; Forbes, Cory T.
Titel	Balancing Teacher and Student Roles in Elementary Classrooms: Preservice Elementary Teachers' Learning about the Inquiry Continuum
Quelle	In: International Journal of Science Education, 34 (2012) 14, S.2205-2229 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2012.694146
Schlagwörter	Teaching Methods; Preservice Teacher Education; Teacher Education Programs; Science Instruction; Classrooms; Reflective Teaching; Preservice Teachers; Student Role; Teacher Role; Elementary School Teachers; Active Learning; Inquiry; Elementary Schools; Case Studies; Science Education; Educational Change; Reflection + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Classroom; Klassenraum; Lehrerrolle; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Aktives Lernen; Case study; Fallstudie; Case Study; Naturwissenschaftliche Bildung; Bildungsreform
Abstract	Using the National Research Council's inquiry continuum framework, we use a multiple-case study research design to investigate the teacher- and student-directedness of elementary preservice teachers' planned and enacted science lessons and their pedagogical reasoning about science instruction during a semester-long science methods course. Our specific research questions were (1) What ideas do elementary preservice teachers bring to a science teaching methods course about the inquiry continuum? and (2) How do their ideas about the inquiry continuum change over the course of the semester through engaging in planning, enactment, and reflection upon science instruction? Participants' course artifacts (journals, reflective teaching assignments, and lesson plan rationales), interviews, and field observations of their enacted science lessons served as data for this study. Findings show that although the preservice teachers began the semester defining inquiry as highly student-directed, their ideas and definitions broadened over the course of the semester to include and embrace more teacher-directed forms of inquiry. Their early science lessons were more student-directed but, as they encountered challenges engaging in inquiry-based instruction and increasingly emphasized students' learning needs, they began to plan and enact lessons that were more teacher-directed. Teacher education programs need to explicitly emphasize these variations of inquiry as a core component of supporting preservice teachers' learning to teach science as inquiry. (Contains 4 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10