Cultivating 21st-Century Elementary Science Educators Using Teacher Inquiry: A Teacher Educator's Insight

• In Event: 63.085 - Poster Session 13
  In Poster Session: 63.085-3 - Examining Teaching Practices Across the Content Areas

Abstract

Acknowledging the reform literature’s call for teacher educators to prepare “scientifically and pedagogically capable” teachers using reflective experiences (Russell & Martin, 2007, pp.1172), in this study I am led to wonder, In what ways does my use of teacher inquiry support the development of inquiry-based instructional practices in the elementary science classroom? The purpose of this study is to utilize a teacher inquiry methodology to understand my role as a teacher educator, in cultivating reflective elementary science preservice teachers, developing their knowledge and skills of inquiry-based instruction in their elementary field placements. Findings reveal insights regarding the supervisor’s role including: serving as a silent supporter, nurturing rather than imposing professional development, and promoting synergistic commitment to learning using teacher inquiry.

Author

• Yvonne Franco, University of Tampa