Brokering at the boundary: A prospective science teacher engages students in inquiry

Abstract

Using a theoretical perspective of communities of practice, this case study examines a prospective chemistry teacher's inquiry-based teaching during his practicum. Conrad was a former student of an inquiry-oriented science course, Inquiry Empowering Technologies (IET). The research questions were (a) How did Conrad translate the IET inquiry practices during his practicum?; (b) How did the mentor teacher shape Conrad's participation?; (c) In what ways did Conrad negotiate new meanings of inquiry as a result of his practicum? Interview transcripts were the primary data source. Conrad carried many of the IET inquiry practices into his practicum. He equated inquiry with the use of evidence and had students create evidence-based explanations for how soap works. He chose not to incorporate the tentative nature of science. Although traditional in his own teaching, the mentor teacher supported Conrad by allowing him to teach through inquiry and by removing time constraints. As a result of his practicum, Conrad negotiated new meanings of inquiry teaching and developed an expanded view of technology. Conrad believed that high school

A Communities of Practice Approach to Field Experiences in Teacher Education

“…Within such groups, "each participant in a community of practice finds a unique place and gains a unique identity" (Wenger, 1998, p. 76). Scholars who have explored how communities of practice can be harnessed in the context of teaching have illustrated such communities as professional development for veteran teachers (Hollins, McIntyre, DeBose, Hollins, & Towner, 2004;Lotter, Yow, & Peters, 2014), as support for retention of novice teachers (Cuddapah & Clayton, 2011), as bridges between disciplines (Spalding & Wilson, 2006), as means for connecting research and practice (Friedrichsen, Munford, & Orgill, 2006;Wesley, 2003), and as frames for understanding educational leadership (Margolin, 2012). In teacher education, Kaschak and Letwinsky (2015) discuss how the emergence of a community of practice within their methods course, a result of a collaborative service-learning project, encouraged prospective teacher confidence and self-efficacy.…”

“…Yet, less has been written about the function of communities of practice within teacher education field experiences. Friedrichsen et al (2006) has argued that field experiences serve as the intersection of two communities of practice, represented by the mentor teacher/pre-service teacher dyad. The success of the field experience, according to Friedrichsen et al (2006) depends upon the ability of the prospective teacher to broker, or make connections (Wenger, 1998), across the two communities.…”

Complete Issue

“…Within such groups, "each participant in a community of practice finds a unique place and gains a unique identity" (Wenger, 1998, p. 76). Scholars who have explored how communities of practice can be harnessed in the context of teaching have illustrated such communities as professional development for veteran teachers (Hollins, McIntyre, DeBose, Hollins, & Towner, 2004;Lotter, Yow, & Peters, 2014), as support for retention of novice teachers (Cuddapah & Clayton, 2011), as bridges between disciplines (Spalding & Wilson, 2006), as means for connecting research and practice (Friedrichsen, Munford, & Orgill, 2006;Wesley, 2003), and as frames for understanding educational leadership (Margolin, 2012). In teacher education, Kaschak and Letwinsky (2015) discuss how the emergence of a community of practice within their methods course, a result of a collaborative service-learning project, encouraged prospective teacher confidence and self-efficacy.…”

Uma Análise Do Desenvolvimento De Sequências De Aulas Por Licenciandas De Química Ao Longo De Um Processo De Reflexão Orientada

“…É preciso considerar, também, que desenvolver tais aspectos torna-se ainda mais complexo quando pensamos em um professor em formação inicial ou em início de carreira, já que ele terá de enfrentar diversas situações desconhecidas e imprevistas em sala de aula, e saber lidar com os problemas relacionados ao ambiente escolar como, por exemplo, número de alunos, exigências curriculares e administrativas. Muitas vezes, os professores não estão preparados para usar as metodologias investigativas em sala de aula, pois existe uma compreensão incorreta ou limitada sobre essa estratégia de ensino e aprendizagem, ou, ainda, por apresentarem dificuldades relacionadas à compreensão dos conceitos científicos a serem desenvolvidos durante a atividade (Friedrichsen;Munford & Orgill, 2006). Para o professor Chassot (2003), a Alfabetização Científica deve ser desenvolvida para potencializar alternativas que privilegiem uma educação mais comprometida; é saber ler a linguagem que está escrita na natureza:…”