The (non)making/becoming of inquiry practicing science teachers |
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| Authors: | Ajay Sharma Irfan Muzaffar |
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| Institution: | (1) University of Georgia, Athens, GA, USA |
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| Abstract: | Teacher education programs have adopted preparing science teachers that teach science through inquiry as an important pedagogic
agenda. However, their efforts have not met with much success. While traditional explanations for this failure focus largely
on preservice science teachers’ knowledge, beliefs and conceptions regarding science and science teaching, this conceptual
paper seeks to direct attention toward discursive practices surrounding inquiry science teaching in teacher education programs
for understanding why most science teachers do not teach science through inquiry. The paper offers a theoretical framework
centered on critical notions of subjection and performativity as a much needed perspective on making/becoming of science teachers through participation in discursive practices of science
teacher education programs. It argues that research based on such perspectives have much potential to offer a deeper understanding
of the difficult challenges teacher education programs face in preparing inquiry practicing science teachers. |
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