ERIC Number: ED433997
Record Type: RIE
Publication Date: 1999-Jan
Teacher Inquiry. Center for the Development of Teaching Paper Series.
The progressive agenda of science education reform, particularly the goal of promoting student inquiry, places substantial intellectual demands on teachers. If this reform is to succeed, the education community must do more to appreciate and address its demands. This paper presents three examples of high school physics teachers' conversations about "snippets" of each others' work with students. The purposes are: (1) to highlight the central role and intellectual demands of teacher inquiry, in particular teachers' diagnoses of students' strengths and needs; (2) to suggest that teachers often experience and express their diagnoses in terms of instructional strategies; and (3) to suggest that the value of educational research for instruction be understood primarily with respect to what it may contribute to teacher inquiry. (Contains 15 references.) (Author/ASK)
Descriptors: Educational Assessment, Educational Change, Evaluation, Inquiry, Knowledge Base for Teaching, Physics, Science Education, Secondary Education, Student Needs, Teacher Education, Teacher Student Relationship, Teaching Methods, Teaching Skills
Education Development Center, 55 Chapel Street, Newton, MA 02138.
Publication Type: Opinion Papers; 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.