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What makes an inquiry-oriented science teacher? The influence of learning histories on student teacher role identity and practice
- Source :
- Science Education. 86:401-416
- Publication Year :
- 2002
- Publisher :
- Wiley, 2002.
-
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
Details
- ISSN :
- 1098237X and 00368326
- Volume :
- 86
- Database :
- OpenAIRE
- Journal :
- Science Education
- Accession number :
- edsair.doi...........61af861fafd8228319f1211ca5a25b26