Picture of neon light reading 'Open'

Discover open research at Strathprints as part of International Open Access Week!

23-29 October 2017 is International Open Access Week. The Strathprints institutional repository is a digital archive of Open Access research outputs, all produced by University of Strathclyde researchers.

Explore recent world leading Open Access research content this Open Access Week from across Strathclyde's many research active faculties: Engineering, Science, Humanities, Arts & Social Sciences and Strathclyde Business School.

Explore all Strathclyde Open Access research outputs...

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). pp. 423-438. ISSN 0950-0693

[img]
Preview
PDF (strathprints013208.pdf)
strathprints013208.pdf - Accepted Author Manuscript

Download (184kB) | Preview

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.