Exploring the development of core teaching practices in the context of inquiry-based science instruction: An interpretive case study

Abstract This paper describes our reflection on a clinical-based teacher preparation program. We examined a context in which novice pre-service teachers and a mentor teacher implemented inquiry-based science instruction to help students make sense of genetic engineering. We utilized developmental models of professional practice that outline the complexity inherent in professional knowledge as a conceptual framework to analyze teacher practice. Drawing on our analysis, we developed a typography of understandings of inquiry-based science instruction that teachers in our cohort held and generated a two dimensional model characterizing pathways through which teachers develop core teaching practices supporting inquiry-based science instruction.

[1]  J. Marshall,et al.  4E × 2 Instructional Model: Uniting Three Learning Constructs to Improve Praxis in Science and Mathematics Classrooms , 2009 .

[2]  Jessica Thompson,et al.  How Novice Science Teachers Appropriate Epistemic Discourses Around Model-Based Inquiry for Use in Classrooms , 2008 .

[3]  Noreen M. Webb,et al.  Teacher Questioning to Elicit Students’ Mathematical Thinking in Elementary School Classrooms , 2009 .

[4]  J. Lemke.  Talking Science: Language, Learning, and Values , 1990 .

[5]  The Priority of the Question: Focus Questions for Sustained Reasoning in Science , 2010 .

[6]  D. Yanow,et al.  Interpretation and Method : Empirical Research Methods and the Interpretive Turn , 2006 .

[7]  Jörgen Sandberg,et al.  Unveiling Professional Development: A Critical Review of Stage Models , 2006 .

[8]  Gerald Kulm,et al.  Sixth grade mathematics teachers’ intentions and use of probing, guiding, and factual questions , 2008 .

[9]  Hilda Borko,et al.  Teachers' developing ideas and practices about mathematics performance assessment: Successes, stumbling blocks, and implications for professional development , 1997 .

[10]  J. Shea.  National Science Education Standards , 1995 .

[11]  Magdalene Lampert,et al.  Using Designed Instructional Activities to Enable Novices to Manage Ambitious Mathematics Teaching , 2010 .

[12]  Frank T. Hinerman.  Interactive Video Labs , 1991 .

[13]  Anselm L. Strauss,et al.  Basics of qualitative research : techniques and procedures for developing grounded theory , 1998 .

[14]  L. Steffe,et al.  Constructivism in education. , 1995 .

[15]  S. Dreyfus.  The Five-Stage Model of Adult Skill Acquisition , 2004 .

[16]  H. Burkhardt,et al.  Understanding the European policy landscape and its impact on change in mathematics and science pedagogies , 2013 .

[17]  Anne K. Morris,et al.  Preparing Teachers to Learn from Teaching , 2007 .

[18]  Daniel K. Capps,et al.  Inquiry-Based Instruction and Teaching About Nature of Science: Are They Happening? , 2013 .

[19]  Abigail Jurist Levy,et al.  Inquiry-based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002 , 2010 .

[20]  David Stroupe,et al.  Proposing a Core Set of Instructional Practices and Tools for Teachers of Science , 2012 .

[21]  Patricia S. Moyer,et al.  Learning to Question: Categories of Questioning Used by Preservice Teachers During Diagnostic Mathematics Interviews , 2002 .

[22]  Ibrahim Erdogan,et al.  Teacher Questioning and Interaction Patterns in Classrooms Facilitated with Differing Levels of Constructivist Teaching Practices , 2008 .

[23]  Magdalene Lampert,et al.  Keeping It Complex , 2013 .

[24]  R. Yager.  The Constructivist Learning Model. , 2000 .

[25]  M. Franke,et al.  Developing Pedagogies in Teacher Education to Support Novice Teachers' Ability to Enact Ambitious Instruction , 2009 .

[26]  Hyman Bass,et al.  Combining the Development of Practice and the Practice of Development in Teacher Education , 2009, The Elementary School Journal.

[27]  Leigh A. van den Kieboom,et al.  Field Experience as the Centerpiece of an Integrated Model for STEM Teacher Preparation , 2013 .

[28]  Gary W. Ritter,et al.  Next Generation Science Standards , 2013 .

[29]  Christine Chin.  Teacher questioning in science classrooms: Approaches that stimulate productive thinking , 2006 .

[30]  Nancy Zimper,et al.  Transforming Teacher Education Through Clinical Practice: A National Strategy to Prepare Effective Teachers , 2010 .

[31]  P. Grossman,et al.  Redefining teaching, re‐imagining teacher education , 2009 .

[32]  Deborah J. Stipek,et al.  Promoting Conceptual Thinking in Four Upper-Elementary Mathematics Classrooms , 2001, The Elementary School Journal.