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

By C. Eick, C. Reed. 2002

272 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/d3ce89696e5080a5a9b9387dae2721bfd5f65b88

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Citations in the corpus

Developing Sixth Graders’ Inquiry Skills to Construct Explanations in Inquiry‐based Learning Environments (2006, background): “One factor that could affect students’ development of inquiry skills is teachers’ instruction (Eick & Reed, 2002; Rop, 2002).”
Complex dilemmas of identity and practice (2006, background): “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).”
Understanding the Induction of a Science Teacher: The Interaction of Identity and Context (2013, unknown): “Eick and Reed (2002) illustrated a strong relationship between beginning teachers' identity development and their preservice experiences.”
Characterizing the Level of Inquiry in the Undergraduate Laboratory. (2008, background): “…inquiry, partial inquiry, and full inquiry (Abraham 2005; Anderson 2002; Bell et al 2003; Chinn and Malhotra 2002; Colburn 2000; Domin 1999; Eick and Reed 2002; Farrell, Moog, and Spencer 1999; Gaddis and Schoffstall 2007; Germann 1989; Germann, Haskins, and Auls 1996; Hancock, Kaput, and…”
Inscriptional Practices in Two Inquiry-Based Classrooms: A Case Study of Seventh Graders' Use of Data Tables and Graphs. (2006, background): “For most teachers, guided or structured inquiry, in which teachers build more structure into an activity and students have less independence in conducting investigations, is less pedagogically complex than open inquiry ( Eick & Reed, 2002; Flick, 2000).”
Exploring preservice elementary teachers’ critique and adaptation of science curriculum materials in respect to socioscientific issues (2008, background): “The significance of the preservice teachers’ conceptions of their role as teacher in this study reinforces the importance of identity in teacher education (Bullough et al. 1992) and science teacher education (Appleton and Kindt 2002; Eick and Reed 2002; Enyedy et al. 2006).”
The teacher I wish to be: exploring the influence of life histories on student teacher idealised identities (2013, background): “Eick and Reed (2002) contest that while students commencing teacher education programmes become exposed to new theories; they view them, or indeed screen them, through their initial beliefs informed by their lay theories and apprenticeship of observation.”
Professional Identity Development of Teacher Candidates Participating in an Informal Science Education Internship: A focus on drawings as evidence (2011, background): “Researchers have suggested that a useful avenue to explore in addressing resistance to such change is to focus on new teachers’ images of their ‘ideal self as teacher’ (Eick & Reed, 2002 , p.”