Inquiry identity and science teacher professional development |
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| Authors: | Nadine Bryce Sara E D Wilmes Marissa Bellino |
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| Institution: | 1.School of Education,Hunter College of the City University of New York,New York,USA;2.Institute of Applied Educational Sciences,Université du Luxembourg,Walferdange,Luxembourg;3.Urban Education,The Graduate Center of the City University of New York,New York,USA |
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| Abstract: | An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often they address teaching practices from limited cognitive perspectives, leaving unexplored the shifts in identity that may accompany teachers along their journey in becoming skilled in inquiry-oriented instruction. In this forum article, we envision Victoria Deneroff’s argument that “professional development could be designed to facilitate reflexive transformation of identity within professional learning environments” (2013, p. 33). Instructional coaching, cogenerative dialogues, and online professional communities are discussed as ways to promote inquiry identity formation and collaboration in ways that empower and deepen science teachers’ conversations related to personal and professional efficacy in the service of improved science teaching and learning. |
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