Reference : Inquiry identity and science teacher professional development
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/35741
Inquiry identity and science teacher professional development
English
Wilmes, Sara mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Bryce, Nadine mailto []
Bellino, Marissa mailto []
2016
Cultural Studies of Science Education
Springer Science & Business Media B.V.
11
2
235-251
Yes
International
1871-1502
[en] identity ; teacher professional development ; inquiry
[en] An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often they address teaching practices from limited cognitive perspectives, leaving unexplored the shifts in identity that may accompany teachers along their journey in becoming skilled in inquiry-oriented instruction. In this forum article, we envision Victoria Deneroff’s argument that ‘‘professional development could be designed to facilitate reflexive transformation of identity within professional learning environments’’ (2013, p. 33). Instructional coaching, cogenerative dialogues, and online professional communities are discussed as ways to promote inquiry identity formation and collaboration in ways that empower and deepen science teachers’ conversations related to personal and professional efficacy in the service of improved science teaching and learning.
http://hdl.handle.net/10993/35741
10.1007/s11422-015-9725-1

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