ERIC Number: ED443656
Record Type: RIE
Publication Date: 1999
Teaching through Inquiry: A Novice Teacher's Authority of Experience.
Crawford, Barbara A.
Recent science education reforms have advocated inquiry-based instruction in which teachers engage students in scientific investigations and problem-solving situations as an important strategy. This study describes the background and beliefs of a preservice teacher who appears above average in her ability to create and carry out inquiry-based instruction. The study also explores the changes this teacher undergoes in her thinking and teaching as she encounters obstacles throughout the course of a year. Implications for teacher education programs are suggested, including the need to engage preservice teachers in an ongoing endeavor to focus on inquiry in teaching. Using a case study approach, this research simultaneously examines a preservice teacher's planning and the reasons behind her planning, her interaction with students, reflections before and after lessons, and her reflections the year following her one year of field experience. (Contains 41 references.) (CCM)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: "This research was supported in part by a grant from Oregon State University to support faculty research."