How relationships between views, understandings, and implementations of inquiry-based teaching in biology contribute to science teacher identity

Forfattere

  • Anne Pellikka University of Oulu
  • Sonja Lutovac University of Oulu
  • Raimo Kaasila University of Oulu

DOI:

https://doi.org/10.5617/nordina.7854

Sammendrag

This study examines the relationships between preservice primary teachers’ (PSTs) views, understandings, and implementations of inquiry-based teaching (IBT) in primary biology education. In earlier studies, these relationships have been researched separately. Exploring them simultaneously allows a greater insight into the process of teacher change and science teacher identity development. Drawing on the narrative method, data included learning diaries, lesson plans, and interviews during a two year research period. Our findings reveal the complex relationships between three aspects of IBT. For example, embracing views of IBT were sometimes accompanied by a significant understanding of IBT and other times by a weak understanding. Whereas, hesitant views of IBT also went together with significant understanding. We discuss these relationships in the light of their impact on science teacher identity and provide suggestions for teacher education.

Forfatterbiografier

Anne Pellikka, University of Oulu

Faculty of Education, Unit of Teachers, Teaching and Educational Communities

Sonja Lutovac, University of Oulu

Faculty of Education, Unit of Teachers, Teaching and Educational Communities

Raimo Kaasila, University of Oulu

Faculty of Education, Unit of Teachers, Teaching and Educational Communities

Nedlastinger

Publisert

2021-09-14

Utgave

Vol 17 Nr. 3 (2021): Nordina

Seksjon

Articles

Lisens

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