What makes an inquiry‐oriented science teacher? The influence of learning histories on student teacher role identity and practice

Eick, Charles J.; Reed, Cynthia J.

doi:10.1002/sce.10020

Cited by 172 publications

(108 citation statements)

References 21 publications

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“…Beliefs and belief systems are often held to be derived from one's personal life history, and from cultural socialization (Eick & Reed, 2002;Nespor, 1987;Pajares, 1992). Further, beliefs and beliefs systems have been found to be quite resistant to change and to not easily succumb to argument or reason.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Given the close association between one's personal life history and one's beliefs, it is not surprising that beliefs are hypothesized to reside in episodic memory and that when activated these beliefs are translated into practical action (Nespor, 1987). In this translation process, newer teachers tend to use the history of their own schooling and in particular, specific teacher role models to guide their own teaching (Eick & Reed, 2002;Kagan, 1992;Knowles, 1992). Veteran teachers, on the other hand, have a much wider array of relevant experience to draw upon.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Complex dilemmas of identity and practice

2005

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Identity is a complex construct, yet extremely important if we wish to understand the practice of teaching as a profession. In this paper, we examine the ways two middle school teachers talk about their identity and teaching practices and coordinate these self-reports with our own observations of how they implement a new environmental science curriculum. More specifically, we compare the teachers' beliefs about learning, goals for the classroom community and for instruction, and their knowledge of science content, and pedagogy. Furthermore, we discuss teaching dilemmas, which arise for these teachers as their identities and practices intersect and at times conflict. We argue, however, that a focus on practice and outcomes is an important, but limited aspect of what we, as a field, need to consider when attempting to understand the complexities of teaching and learning. Therefore, we continue to expand our understanding of two science classrooms as we examine the teachers' multiple identities in relation to their implementation of a science curriculum. The identity portraits from this study provide a rich and complicated account of the implementation of a science curriculum and illuminate a number of potential obstacles and pitfalls, which may inform the way we as a field reflect on curriculum and professional development.C 2005 Wiley Periodicals, Inc. Sci Ed 90: 68 -93, 2006

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Complex dilemmas of identity and practice

2005

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“…Examining these variables provides further context for the proposed inquiry framework. Role influences include attitudes and beliefs (Kedar-Voivodas, 1983;Kinchin, 2004;Lyons, 1990), norms and expectations (Ryu & Sandoval, 2010;Webb, 2009), experience (Eick & Reed, 2002;Kagan, 1992;Knowles, 1992), and social factors (Chandler & Helm, 1984;Kohlberg, 1969;Reiman & Peace, 2002;Selman, 1980;Yackel, Cobb, & Wood, 1991;Zack & Graves, 2001). …”

Section: Role Theorymentioning

confidence: 99%

Understanding Classroom Roles in Inquiry Education

Walker

Shore

2015

Sage Open

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Inquiry-based teaching and learning are rooted in social constructivism and are central to curricular reform. Role theory and social constructivism provided insight into a commonly observed but insufficiently understood phenomenon in inquiry. Within inquiry, role shifts have been described as the switching of roles between students and teachers; however, the process may be better conceptualized as role diversification because students and teachers may undertake multiple roles simultaneously in inquiry. This article expands on existing research and proposes a framework potentially applicable to both learners and teachers, but here focused on learners. Beyond exploration, engagement, and stabilization of roles, diversification was added and described. This framework expanded on current education theory, adding new insight to a minimally explored topic, with implications for students, teachers, consultants, and researchers.

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“…This is because students take the initiative to observe and question phenomena, pose explanations of what they see, devise and conduct tests to support or contradict their theories, analyse data, draw conclusion from experimental data, design and build models or any combination of these. Eick and Reed (2002) asserted that the inquiry teaching method is a project-oriented pedagogic strategy based on social-constructivist theory of learning. It is a method that elicits critical thinking skills.…”

Section: Introductionmentioning

confidence: 99%