Providing Bottom-Up Support to Middle School Science Teachers' Reform Efforts in Using Inquiry-Based Kits
Overview & Synopsis
Middle grades science teachers need professional support in practice as they implement new inquiry-based science. Professional development schools can provide this bottom-up support through connecting preservice and inservice teacher education programs in classroom practice. In this study, coteaching arrangements with secondary science education majors provided additional teachers in the classroom to support a materials-rich curriculum and the needed associated pedagogies. Science education majors provided needed assistance in troubleshooting difficulties with the new curriculum. They also provided needed content knowledge to support inquiry, along with creating moments and space for teachers to reflect on inquiry practice. Ongoing assistance by preservice teachers allowed inservice teachers to progress from logistical concerns in implementing kit curriculum to concerns regarding student learning and the supporting professional development.
eric.ed.gov)
Document Information
| Document Title | Providing Bottom-Up Support to Middle School Science Teachers' Reform Efforts in Using Inquiry-Based Kits |
|---|---|
| Author / Organization | Jones, Mark T., Eick, Charles J. |
| Subject & Discipline | Preservice Teacher Education, Education Majors, Preservice Teachers |
| Categories | Education & Pedagogy |
| Publication Year | 2007 |
| License / Rights | Public Domain / Open Access Educational Resource |
| Resource Verification | Listed PDF (Verification Pending) |
| Original Host Website |
ERIC (Education Resources)
(eric.ed.gov)
|
| File Format | application/pdf (Portable Document Format) |
| Language | EN |
| Catalog ID | DOC-112390 |
| Original Source Link | Visit Source Page on eric.ed.gov » |