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1. What makes an inquiry-oriented science teacher? The influence of learning histories on student teacher role identity and practice

Author

Charles J. Eick and Cynthia J. Reed

Subjects
Secondary education, Identity development, History and Philosophy of Science, Student teaching, Teaching method, Pedagogy, Mathematics education, Role identity, Student teacher, Science teachers, Psychology, Science education, Education
Abstract

This paper examines the influence of personal histories on the formation of early role identity as inquiry-oriented science teachers. Two cases selected from a multicase study of 12 secondary science student teachers are used to illustrate the development of inquiry orientation. These cases represent two extremes in a continuum ranging from didactic practice to successful use of structured inquiry. The role of learners' personal histories on their teaching identity development and implications for preparing inquiry-based science teachers are discussed. © 2002 Wiley Periodicals, Inc. Sci Ed86:401–416, 2002; Published online in Wiley Interscience (www.interscience.wiley.com). DOI 10.1002/sce.10020

Published
2002

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