Teachers Engaged in Authentic Mirroring Strategies: Using Peer Observation to Enhance Inquiry-Based Science Instruction

• In Event: Roundtable Session 3
  In Roundtable Session: Encouraging Teacher Development Through Communities of Practice

Abstract

In 2012, the National Research Council renewed it charge for science teachers to provide students with authentic inquiry-based approaches to develop deep understanding of scientific knowledge and prepare for them careers in the sciences. For students to have access to these experiences, teachers must have appropriate science content knowledge and understanding of inquiry-based instruction that support authentic scientific learning opportunities and understanding.

Elementary teacher preparation programs typically provide limited exposure to science content and pedagogy. Professional development must provide sustained opportunities for teacher collaboration, and consider the impact of the teachers’ school culture on instructional practice. TEAMS, Teachers Engaged in Authentic Mirroring Strategies, is a peer observation model designed to promote inquiry-based science teaching at the elementary school level.

Authors

• Andrew Kapral, University of Houston

• Wallace Dominey, Rice University

• Sissy S. Wong, University of Houston

• Sara Jolly Jones, University of Houston