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Confidence and loose opportunism in the science classroom: towards a pedagogy of investigative science for beginning teachers

McNally, Jim (2006) Confidence and loose opportunism in the science classroom: towards a pedagogy of investigative science for beginning teachers. International Journal of Science Education, 28 (4). ISSN 0950-0693

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    Abstract

    This paper attempts to establish a conceptual basis on which beginning teachers may be introduced to investigative science teaching in a way that accommodates the teacher voice. It draws mainly on preliminary theory from the shared reflections of twenty science teachers, augmented by a more general interview-based study of the experience of early professional learning of eighteen new teachers. Internationally, it is situated in the wider concern in the literature with the nature of science, mainly in initial teacher education. Empirically located within the Scottish context, a grounded epistemological base of teacher knowledge is illustrated and presented as components of confidence in a cycle of professional learning that needs to be set in motion during ITE. It is proposed that, given protected experience in their early attempts to teach investigatively, new teachers can begin to develop a confident pedagogy of loose opportunism that comes close to authentic science for the children they teach.

    Item type: Article
    ID code: 13208
    Keywords: opportunism, science classroom, pedagogy, investigative science, teachers, curricular studies, Science (General), Secondary Education. High schools, Education
    Subjects: Science > Science (General)
    Education > Theory and practice of education > Secondary Education. High schools
    Department: Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
    Related URLs:
      Depositing user: Professor Jim McNally
      Date Deposited: 13 Oct 2009 14:34
      Last modified: 05 Sep 2014 13:26
      URI: http://strathprints.strath.ac.uk/id/eprint/13208

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