Section archive - Instruction in Teacher Training

This theoretical paper draws upon science education research to present a typology and conceptual framework intended to support science teacher educators as they identify, develop, and evaluate focus questions with their students.

This research had two purposes: (1) to explore the experiences of prospective teachers learning to teach mathematics within an inquiry-based teacher education programme; and (2) to study whether and how these teachers enacted what they had learned in their teacher preparation programme in their first year of teaching. The analysis draws on interviews with one graduate to explore some of the ways in which this new teacher enacted inquiry-based teaching approaches in his first year of teaching. This article presents implications for beginning teachers’ collaborative practices, for the assessment of new teachers and for practices in preservice teacher education.

This article examines what and how primary science student teachers and their mentors learn from planning and reflecting together on each other’s science lessons for pupils aged 7–9. Throughout the process of teaching and reflecting together the student teachers and the mentors expressed several specific examples of their joint learning.

This article describes the collaborative inquiry activity of a group of high school mathematics teachers interested in increasing student engagement and problem solving in the classroom. The results show specific and direct links between teacher inquiry and classroom practice. Furthermore, this case study provides specific information on how an inquiry context is linked to the way teachers interact, form theories, and make use of student work.