Inquiry identity and science teacher professional development
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Becoming a reform- and inquiry-oriented science teacher is not simply acquiring a new set of knowledge and skills, but rather, it is the process of developing a professional identity.
“Therefore, becoming a reform- and inquiry-oriented science teacher is not simply acquiring a new set of knowledge and skills, but rather, it is the process of developing a professional identity (Bryce, Wilmes and Bellino 2016; Naidoo 2017).”
From The change in pre-service primary teachers’ possible selves in relation to science teaching (2022) · cites this paper as Bryce, Wilmes and Bellino 2016
This change in possible selves could also be interpreted as PSTs' feeling the need for self-development in this aspect.
“Because PSTs need a strong knowledge base in order to conduct inquiry-oriented lessons, we see this change in possible selves could also be interpreted as PSTs' feeling the need for self-development in this aspect (Bryce et al. 2016; Naidoo 2017).”
From The change in pre-service primary teachers’ possible selves in relation to science teaching (2022) · cites this paper as Bryce et al. 2016
Cites
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 33,219 · see citing works
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Rushton, E. A. C., & Reiss, M. J. (2021) · Studies in Science Education · doi:10.1080/03057267.2020.1799621 · Cited by 68 · see citing works
The change in pre-service primary teachers’ possible selves in relation to science teaching
Pellikka, A., Lutovac, S., & Kaasila, R. (2022) · European Journal of Teacher Education · doi:10.1080/02619768.2020.1803270 · Cited by 14 · see citing works
- Authors
- Bryce, N., Wilmes, S. E. D., & Bellino, M.
- Affiliations
- Hunter College (US)
- University of Luxembourg (LU)
- The Graduate Center, CUNY (US)
- Corresponding author
- Bryce, Nadine
- ORCID
- Wilmes, Sara E. D.
- Venue
- Cultural Studies of Science Education
- Published
- 2016-01-29
- Volume
- 11
- Issue
- 2
- Pages
- 235-251
- ISSN
- 1871-1502 (ISSN-L)
- 1871-1510
- OpenAlex
- W2271849717
- Cited by
- 25
- References
- 1
- Citations by year
- 2025: 2 · 2023: 2 · 2022: 6 · 2021: 5 · 2020: 2 · 2019: 4 · 2018: 3 · 2017: 1
- FWCI
- 11.84
- Type
- journal article
- Language
- en
- Open access
- green
- orbilu.uni.lu
- Licence
- cc-by-nc-sa
- www.springer.com/tdm (tdm)
- Locations
- Cultural Studies of Science Education (publishedVersion)
- Open Repository and Bibliography (University of Luxembourg) (submittedVersion, cc-by-nc-sa)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Keywords
- science teacher professional development, teacher identity formation, instructional coaching, cogenerative dialogue, online professional community, teacher collaboration, professional efficacy
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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