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Education reforms encourage science teachers to leverage student thinking through inquiry practices. These practices focus on contextualized situations that develop students’ understanding of the nature of science, how this knowledge is constructed and the socio-scientific implications of scientific processes. However, teachers need meaningful professional development to develop complex inquiry skills.
In this study, we present an analysis of a collaborative learning community. Results indicated that when novice and experienced teachers co-construct inquiry practices, novices assume the role of expert as they model inquiry for experienced teachers who are yet inquiry novices. This dynamic intermingling of roles can generate pedagogical innovation.
This paper extends research on supporting the enactment of inquiry-based teaching, drawing on Lave and Wenger’s theory of situated learning.