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This study explored five Life Sciences teachers' practices of formative assessment when enacting an inquiry-based pedagogy. The ESRU cycle (teacher Elicits a response; the Student responds; the teacher Recognises the student's response; and then Uses the information collected to support student learning) was used as a coding system in the analysis of speaking turns involving exchanges between the teachers and learners. By tracking the strategies teachers used in terms of ESRU cycles, we were able to capture differences in assessment practices across the five teachers during inquiry science lessons. The findings of the analysis revealed patterns of teacher–learner interaction described as IRE (Initiation, Response, Evaluation) that are suggestive of 'incomplete' ESRU cycles. In the assessment conversations, there was absence of the crucial step of Using information about student learning in order to support students in the construction of knowledge. The findings of his study signal the need for professional development in supporting teachers in their formative assessment practices. This development can be in the form of workshops that focus on strategies for formative assessment such as those that are encapsulated in the ESRU framework. It is also recommended that best practices in formative assessment be modelled to teachers. [ABSTRACT FROM AUTHOR]

Situated in the context of teacher education reform which vehemently emphasises inquiry-based science education, this study examined the conceptualisations and enactment of inquiry-based science education by a group of four pre-service teachers enrolled in a teacher professional development programme in India, using mixed-method research design. This study elucidates the tapestry of PSTs growth as inquiry-oriented science teachers during the field internship period. Several factors that are teacher-related, student-related, and classroom-related were identified in influencing pre-service teachers' conceptualisation and enactment of scientific inquiry. It is advocated that to translate teacher education reform rhetoric to classroom practices, it is essential to develop a culture of inquiry in schools. Implications for pre-service teacher education programme are drawn. [ABSTRACT FROM AUTHOR]

This research investigates various purposes of teacher discourse moves essential to orchestrate dialogic discourse in secondary science classrooms. Data collected includes classroom observations and teacher interviews of two teachers teaching in an Indian school setting, whose classroom practices subscribed to a dialogic framework. A discursive move framework was developed, using a grounded, interpretative approach, to analyse teacher moves and their purposes at the utterance level. Iterative examination of the data led to the emergence of overarching goals being pursued for dialogic organisation of talk. These goals are conceptualised as three components of a schema characterising dialogic discourse in science classrooms: Foundation (F) aimed at developing a culture of discourse; Initiation (I) moves working towards sparking students’ multiple perspectives; and Perpetuation (P) moves, which engage students in active exchange of ideas. Through axial coding, it emerged that teacher utterances, as detailed in the discursive framework, enabled the three components to come into play in dialogic classrooms. Specific tools used by the two teachers have been identified. A repertoire of tools facilitating teachers to position themselves as ‘enablers of talk for thinking’ [Chin, C. (2006). Classroom interaction in science: teacher questioning and feedback to students’ responses. International Journal of Science Education, 28(11), 1315-1346.] has been identified. [ABSTRACT FROM AUTHOR]