Second career teachers
Draper, Jessie Roxanne
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This study aims to describe a range of conceptions about inquiry in the secondary science classroom. The research questions for this study are (1) What are the conceptions of inquiry held by beginning teachers who participated in an alternative secondary science teacher education program and (2) What relationships exist between the program participants’ conceptions of inquiry in science teaching and their practice of teaching science as inquiry? Participants were three beginning alternatively certified teachers who taught either middle or high school science in the southeast. Using the framework of phenomenography, teacher conceptions of inquiry in the context of science teaching were developed. Data collection involved semi-structured interviews, collection of lesson plans, and classroom observations. The results of this study revealed that conceptions of inquiry varied among participants as did the realization and practice of their conceptions in their classrooms. This study has implications for alternative certification programs in secondary science.
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