NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ809627
Record Type: Journal
Publication Date: 2008-Oct
Pages: 18
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1046-560X
Experience and Reflection: Preservice Science Teachers' Capacity for Teaching Inquiry
Melville, Wayne; Fazio, Xavier; Bartley, Anthony; Jones, Doug
Journal of Science Teacher Education, v19 n5 p477-494 Oct 2008
In this article, we investigate the relationship between preservice teachers' inquiry experience and their capacity to reflect on the challenges involved in implementing inquiry into classrooms. For data, we draw on the personal narratives of preservice science teachers enrolled in science instruction courses. Preservice teachers with extensive inquiry experiences perceive implementation challenges principally in terms of teaching and student learning. This contrasts with the perceptions of preservice teachers with limited inquiry experience for whom the main concerns relate to the negative perceptions of others, time, the curriculum, and materials. By identifying these perceptions, it may be possible to develop courses that assist limited and moderate-experience preservice teachers' move toward the perceptions of their more inquiry experienced colleagues.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A