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

Charles J. Eick · Cynthia J. Reed

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Science Education and Pedagogy Teacher Education and Leadership Studies Science Education and Perceptions

Abstract

Abstract 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

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1992Basics of Qualitative Research: Grounded Theory Procedures and Techniques.1993Basics of Qualitative Research: Grounded Theory Procedures and Techniques 1996Qualitative Research Design: An Interactive Approach 1992Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct 1995National Science Education Standards 1988Women's Ways of Knowing: The Development of Self, Voice, and Mind 2010Strategies of Qualitative Inquiry 1995Handbook of research on science teaching and learning

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2008Teaching science as a language: A “content‐first” approach to science teaching 2014Studying science teacher identity: current insights and future research directions 2005Complex dilemmas of identity and practice 2006Developing Sixth Graders’ Inquiry Skills to Construct Explanations in Inquiry‐based Learning Environments 2023Inquiry-based science education in science teacher education: a systematic review 2023

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