ERIC Number: ED424084
Record Type: RIE
Publication Date: 1997-Sep
Teacher Professional Development as Situated Inquiry: A Case Study in Science Education. Center for the Development of Teaching Paper Series.
Rosebery, Ann S.; Puttick, Gillian M.
This case study explores the ways in which a beginning elementary classroom teacher gains a foothold in teaching science. The analysis includes episodes from the teacher's first three years of teaching while participating in an educational research project that investigated an inquiry-based approach to teacher professional development. The particulars of the teacher's experiences learning scientific content and practices are examined as well as the initial struggles to bring students' ideas into contact with standard scientific knowledge and ways of knowing. (Contains 61 references.) (DDR)
Descriptors: Case Studies, Concept Formation, Elementary Education, Elementary School Science, Epistemology, Faculty Development, Inquiry, Knowledge Base for Teaching, Knowledge Representation, Science Education, Science Teachers
Center for the Development of Teaching, Education Development Center, Inc., 55 Chapel Street, Newton, MA 02158-1060 ($4.50).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY.
Authoring Institution: Education Development Center, Newton, MA. Center for the Development of Teaching.