Is It Realistic to Expect a Preservice Teacher to Create an Inquiry-based Classroom?

Barbara A. Crawford

152 citations0/0 files storedJournal of Science Teacher Education

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Science Education and Pedagogy Teacher Education and Leadership Studies Science and Education Research

Abstract

(1999). Is It Realistic to Expect a Preservice Teacher to Create an Inquiry-based Classroom? Journal of Science Teacher Education: Vol. 10, No. 3, pp. 175-194.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 152 citations exist upstream.

References

1984Case Study Research: Design and Methods 1978Mind in Society: The Development of Higher Psychological Processes 1994Qualitative Data Analysis: An Expanded Sourcebook 2011Case study research: design and methods 1985The Reflective Practitioner: How Professionals Think in Action 1984The reflective practitioner: How professionals think in action 1986Those Who Understand: Knowledge Growth in Teaching 1989Situated Cognition and the Culture of Learning

Cited by

2005Inscriptional practices in two inquiry‐based classrooms: A case study of seventh graders' use of data tables and graphs 2009Analysis of Essential Features of Inquiry Found in Articles Published in The Science Teacher, 1998–2007 2006The Development and Validation of an Instrument to Measure Preservice Teachers’ Self-Efficacy in Regard to The Teaching of Science as Inquiry 2006Urban schools' teachers enacting project‐based science 2005Data and graph interpretation practices among preservice science teachers

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.