Being in the Hot Spot: A Phenomenological Study of Two Beginning Teachers' Experiences Enacting Inquiry Science Pedagogy

Autor/inn/en	Dreon, Oliver; McDonald, Scott
Titel	Being in the Hot Spot: A Phenomenological Study of Two Beginning Teachers' Experiences Enacting Inquiry Science Pedagogy
Quelle	In: Teachers and Teaching: Theory and Practice, 18 (2012) 3, S.297-313 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
Schlagwörter	Self Efficacy; Science Teachers; Beginning Teachers; Science Instruction; Teaching Methods; Phenomenology; Affective Behavior; Inquiry; Anxiety; Emotional Response; Teaching Experience; Teacher Attitudes; Self Concept; Student Attitudes; Teacher Education; Educational Change + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Junior teacher; Junglehrer; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Phenomenological psychology; Phänomenologie; Psychologie; Affective disturbance; Active behaviour; Affektive Störung; Angst; Emotionales Verhalten; Lehrerverhalten; Selbstkonzept; Schülerverhalten; Lehrerausbildung; Lehrerbildung; Bildungsreform
Abstract	This phenomenological study demonstrates the influence that affective factors have on beginning teachers' ability to enact inquiry science pedagogy. Through narratives shared in interviews and weblog postings, two beginning science teachers' emotional engagement with their teaching practices, especially that of implementing inquiry-based instruction, and the resulting impact these emotions had on pedagogical choices were evidenced. Anxiety emerged as the emotion most significantly impacting participants. Through their stories, the two participants describe how their emotions and views of self-influence whether they choose to continue using inquiry pedagogy or alter their lesson to adopt more didactic forms of teaching. These emotions arise from their feelings of being comfortable teaching the content (self-efficacy), from the unpredictability of inquiry lessons (control beliefs), from how they perceive their students as viewing them (teacher identity). This research also demonstrates how intertwined these factors are, informing each other in a complex, dialectical fashion. By providing descriptions of teachers' experiences enacting inquiry pedagogy, this study expands our understanding of factors influencing teachers' pedagogy and provides a basis for reforms in science teacher preparation. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10