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Journal article
Challenging pre-service students' teaching perspectives in an inquiry-focused program
The Journal of Mathematics and Science: Collaborative Explorations, Vol.13, pp.57-77
13
2013
Abstract
Inquiry teaching based on constructivist learning theory has been an emphasis in pre-service education for over a decade. In general, a developmental teaching perspective supports inquiry-based instruction where teachers view learners as constructors of knowledge and teaching as providing questions, problems, and challenges that form a bridge from the learners’ prior knowledge to a new, more sophisticated form of reasoning. Since teaching perspectives influence student learning, teacher effectiveness, and teacher attrition, challenging pre-service teachers to overcome experience-based convictions of a transmission perspective is necessary in teacher education. In this study, we examined the teaching perspectives of secondary, pre-service methods students at the midpoint of an inquiry focused program. Our findings suggest that, despite being introduced to a variety of teaching perspectives, overcoming preconceptions of “good teaching” and considering a perspective counter to one’s disciplinary major presents a dilemma for pre-service teachers.
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- Title
- Challenging pre-service students' teaching perspectives in an inquiry-focused program
- Publication Details
- The Journal of Mathematics and Science: Collaborative Explorations, Vol.13, pp.57-77
- Resource Type
- Journal article
- Publisher
- VCU Publishing; United States
- Series
- 13
- Format
- pdf
- Copyright
- © Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)
- Identifiers
- 99380090349806600
- Academic Unit
- School of Education
- Language
- English