Search results for: Bartley Anthony
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The Problematic Nature of the Practicum: A Key Determinant of Pre-service Teachers’ Emerging Inquiry-Based Science Practices
The current paper disseminates findings from a multi-year study regarding secondary preservice science teachers’ perceptions toward inquiry-based science teaching. The study also examined the extent these perceptions are augmented by their practicum. The findings indicated that preservice teachers improved their understanding and capability of using scientific inquiry due to their methods course. However, the role of practicum in supporting their newly developed perceptions was problematic.
Updated: May. 10, 2011
In this paper, the authors explore the relationship between preservice teachers’ inquiry experience and their capacity to reflect on the challenges involved in implementing inquiry into classrooms. The authors draw on the personal narratives of preservice science teachers enrolled in science instruction courses.
Updated: Feb. 04, 2009