What makes an inquiry-oriented science teacher? The influence of learning histories on student teacher role identity and practice

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Abstract

This paper examines the influence of personal histories on the formation of early role identity as inquiry-oriented science teachers. Two cases selected from a multicase study of 12 secondary science student teachers are used to illustrate the development of inquiry orientation. These cases represent two extremes in a continuum ranging from didactic practice to successful use of structured inquiry. The role of learners' personal histories on their teaching identity development and implications for preparing inquiry-based science teachers are discussed. © 2002 Wiley Periodicals, Inc. Sci Ed86:401–416, 2002; Published online in Wiley Interscience (www.interscience.wiley.com). DOI 10.1002/sce.10020

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