Exploring the Development of Core Teaching Practices in the Context of Inquiry-based Science Instruction: An Interpretive Case Study

Authors

Jill McNew-Birren, Marquette UniversityFollow
Leigh A. van den Kieboom, Marquette UniversityFollow

Document Type

Article

Language

eng

Publication Date

8-2017

Publisher

Elsevier

Source Publication

Teaching and Teacher Education

Source ISSN

0742-051X

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.

Comments

Accepted version. Teaching and Teacher Education, Vol. 66 (August 2017): 74-87. DOI. © 2017 Elsevier. Used with permission.

Recommended Citation

McNew-Birren, Jill and van den Kieboom, Leigh A., "Exploring the Development of Core Teaching Practices in the Context of Inquiry-based Science Instruction: An Interpretive Case Study" (2017). College of Education Faculty Research and Publications. 402.
https://epublications.marquette.edu/edu_fac/402