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What makes an inquiry‐oriented science teacher? The influence of learning histories on student teacher role identity and practice
Author(s) -
Eick Charles J.,
Reed Cynthia J.
Publication year - 2002
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.10020
Subject(s) - identity (music) , science education , mathematics education , pedagogy , psychology , teacher education , nature of science , science learning , physics , acoustics
This paper examines the influence of personal histories on the formation of early role identity as inquiry‐oriented science teachers. Two cases selected from a multicase study of 12 secondary science student teachers are used to illustrate the development of inquiry orientation. These cases represent two extremes in a continuum ranging from didactic practice to successful use of structured inquiry. The role of learners' personal histories on their teaching identity development and implications for preparing inquiry‐based science teachers are discussed. © 2002 Wiley Periodicals, Inc. Sci Ed 86: 401–416, 2002; Published online in Wiley Interscience (www.interscience.wiley.com). DOI 10.1002/sce.10020