Teacher Learning for Inquiry Science Instruction: The Centrality of Self-Reflection on Instructional Role

• In Event: Roundtable Session 9
  In Roundtable Session: Teacher Preparation, Science, and Curriculum-Classroom Intersections

Abstract

This multi-case study of seven fourth-grade teachers implementing two inquiry science curricular units examines teacher learning via the process of curriculum implementation. We examined to what extent and how teachers may have learned new aspects of their role in the science classroom. Three separate learning trajectories emerged, in which teachers either a) shifted their instructional roles toward alignment with inquiry instruction, b) maintained and deepened their alignment, or c) did not shift their roles at all, maintaining teacher-directed roles. We found several mediating factors either prompted or prevented the self-reflection in teachers necessary to facilitate role shift towards inquiry including: confidence, experience with inquiry science, preference of classroom control, and self-awareness of preferred instructional role.

Authors

• Julie A. Marsh, University of Southern California

• Ananya Mukhopadhyay, University of Southern California

• Susan McKibben, University of Southern California

• Q. Tien Le, University of Southern California

• Morgan S. Polikoff, University of Southern California

• Gale M. Sinatra, University of Southern California