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What makes an inquiry‐oriented science teacher? The influence of learning histories on student teacher role identity and practice
16 references·16 citing·33 second hopsampled
What makes an inquiry‐oriented science teacher? The influence of learning histories on student teacher role identity and practice (2002)What makes an inquiry‐oriented science te…Handbook of Research on Teacher Education (2022)Handbook of Research on Teach…The Practice of Constructivism in Science Education (2012)The Practice of Constructivis…Strategies of Qualitative Inquiry (2010)Strategies of Qualitative Inq…Qualitative Research Design: An Interactive Approach (1996)Qualitative Research Design: …National Science Education Standards (1996)National Science Education St…Constructivism: Theory, Perspectives, and Practice (1996)Constructivism: Theory, Persp…Professional Development in Education: New Paradigms and Practices. (1995)Professional Development in E…National Science Education Standards (1995)National Science Education St…Handbook of research on science teaching and learning (1995)Handbook of research on scien…Basics of Qualitative Research: Grounded Theory Procedures and Techniques (1993)Basics of Qualitative Researc…Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Teachers' Beliefs and Educati…Professional Growth Among Preservice and Beginning Teachers (1992)Professional Growth Among Pre…Basics of Qualitative Research: Grounded Theory Procedures and Techniques. (1992)Basics of Qualitative Researc…Images of teaching: Student teachers' early conceptions of classroom practice (1991)Images of teaching: Student t…Women's Ways of Knowing: The Development of Self, Voice, and Mind (1988)Women's Ways of Knowing: The …The role of beliefs in the practice of teaching (1987)The role of beliefs in the pr…Understanding teacher identity in teachers' professional lives: A systematic review of the literature (2023)Understanding teacher identit…Inquiry-based science education in science teacher education: a systematic review (2023)Inquiry-based science educati…Studying science teacher identity: current insights and future research directions (2014)Studying science teacher iden…Understanding the Induction of a Science Teacher: The Interaction of Identity and Context (2012)Understanding the Induction o…The teacher I wish to be: exploring the influence of life histories on student teacher idealised identities (2012)The teacher I wish to be: exp…Research on Science Teacher Beliefs (2011)Research on Science Teacher B…Professional Identity Development of Teacher Candidates Participating in an Informal Science Education Internship: A focus on drawings as evidence (2010)Professional Identity Develop…Becoming a member of a school community while working toward science education reform: Teacher induction from a cultural historical activity theory (CHAT) perspective (2009)Becoming a member of a school…The Experiences and Personal Religious Beliefs of Egyptian Science Teachers as a Framework for Understanding the Shaping and Reshaping of their Beliefs and Practices about Science‐Technology‐Society (STS) (2008)The Experiences and Personal …Teaching science as a language: A “content‐first” approach to science teaching (2008)Teaching science as a languag…Exploring preservice elementary teachers’ critique and adaptation of science curriculum materials in respect to socioscientific issues (2007)Exploring preservice elementa…Developing Sixth Graders’ Inquiry Skills to Construct Explanations in Inquiry‐based Learning Environments (2006)Developing Sixth Graders’ Inq…Too Close for Comfort: Real-Time Science Teaching Reflections via Digital Video Editing (2005)Too Close for Comfort: Real-T…Inscriptional practices in two inquiry‐based classrooms: A case study of seventh graders' use of data tables and graphs (2005)Inscriptional practices in tw…Complex dilemmas of identity and practice (2005)Complex dilemmas of identity …Learning to teach physics through inquiry: The lived experience of a graduate teaching assistant (2004)Learning to teach physics thr…Feeling and thinking: Preferences need no inferences. (1980)Handbook of research on teaching (1986)Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research (2006)Nature, Sources, and Development of Pedagogical Content Knowledge for Science Teaching (2006)Teachers’ Beliefs and Conceptions: A Synthesis of the Research (2006)THE PSYCHOLOGY OF PERSONAL CONSTRUCTS (2010)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Teacher Efficacy: Its Meaning and Measure (1998)Teacher pedagogical beliefs: The final frontier in our quest for technology integration? (2005)The Concept of Mind (2006)Teacher Technology Change (2010)A Critical Analysis of the Research on Learning to Teach: Making the Case for an Ecological Perspective on Inquiry (1998)Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers (2002)Conducting Educational Design Research (2018)Grounded Theory and Sensitizing Concepts (2006)Validity, trustworthiness and rigour: quality and the idea of qualitative research (2006)Qualitative Data Analysis for Health Services Research: Developing Taxonomy, Themes, and Theory (2007)Determining Validity in Qualitative Inquiry (2000)Techniques to Identify Themes (2003)Understanding the science experiences of successful women of color: Science identity as an analytic lens (2007)Competing paradigms in qualitative research. (1994)Qualitative Content Analysis (2008)Document Analysis as a Qualitative Research Method (2009)The Knower and the Known: The Nature of Knowledge in Research on Teaching (1994)Validating culturally diverse students: Toward a new model of learning and student development (1994)Cultural Diversity at Work: The Effects of Diversity Perspectives on Work Group Processes and Outcomes (2001)Narrative configuration in qualitative analysis (1995)Critical Race Methodology: Counter-Storytelling as an Analytical Framework for Education Research (2002)Understanding Reliability and Validity in Qualitative Research (2015)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)The National Science Education Standards (2013)Where's the evidence that active learning works? (2006)
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References

  • 1992Basics of Qualitative Research: Grounded Theory Procedures and Techniques.29,249 cited
  • 1993Basics of Qualitative Research: Grounded Theory Procedures and Techniques17,576 cited
  • 1996Qualitative Research Design: An Interactive Approach11,576 cited
  • 1992Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct8,982 cited
  • 1995National Science Education Standards7,888 cited
  • 1988Women's Ways of Knowing: The Development of Self, Voice, and Mind4,915 cited
  • 2010Strategies of Qualitative Inquiry3,615 cited
  • 1995Handbook of research on science teaching and learning2,062 cited
  • 1987The role of beliefs in the practice of teaching2,052 cited
  • 1996Constructivism: Theory, Perspectives, and Practice2,011 cited
  • 1992Professional Growth Among Preservice and Beginning Teachers1,960 cited
  • 1996National Science Education Standards1,835 cited
  • 2022Handbook of Research on Teacher Education1,042 cited
  • 1995Professional Development in Education: New Paradigms and Practices.836 cited
  • 1991Images of teaching: Student teachers' early conceptions of classroom practice828 cited

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2012
The Practice of Constructivism in Science Education
798 cited

Cited by

  • 2008Teaching science as a language: A “content‐first” approach to science teaching249 cited
  • 2014Studying science teacher identity: current insights and future research directions243 cited
  • 2005Complex dilemmas of identity and practice222 cited
  • 2006Developing Sixth Graders’ Inquiry Skills to Construct Explanations in Inquiry‐based Learning Environments193 cited
  • 2023Inquiry-based science education in science teacher education: a systematic review174 cited
  • 2023Understanding teacher identity in teachers' professional lives: A systematic review of the literature154 cited
  • 2005Inscriptional practices in two inquiry‐based classrooms: A case study of seventh graders' use of data tables and graphs141 cited
  • 2011Research on Science Teacher Beliefs121 cited
  • 2012The teacher I wish to be: exploring the influence of life histories on student teacher idealised identities108 cited
  • 2012Understanding the Induction of a Science Teacher: The Interaction of Identity and Context101 cited
  • 2005Too Close for Comfort: Real-Time Science Teaching Reflections via Digital Video Editing100 cited
  • 2008The Experiences and Personal Religious Beliefs of Egyptian Science Teachers as a Framework for Understanding the Shaping and Reshaping of their Beliefs and Practices about Science‐Technology‐Society (STS)99 cited
  • 2010Professional Identity Development of Teacher Candidates Participating in an Informal Science Education Internship: A focus on drawings as evidence95 cited
  • 2009Becoming a member of a school community while working toward science education reform: Teacher induction from a cultural historical activity theory (CHAT) perspective94 cited
  • 2004Learning to teach physics through inquiry: The lived experience of a graduate teaching assistant88 cited
  • 2007Exploring preservice elementary teachers’ critique and adaptation of science curriculum materials in respect to socioscientific issues87 cited