Inquiry Practice and Identity of Beginning Secondary Science Teachers in the Online and Offline Learning Community: A Longitudinal Mixed Methods Study

Inquiry Practice and Identity of Beginning Secondary Science Teachers in the Online and Offline Learning Community: A Longitudinal Mixed Methods Study

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This two-year study explored changes in practices and the emerging identities of beginning secondary science teachers who participated in an online science specific mentoring program. Fourteen beginning secondary science teachers and six experienced secondary science teachers were selected for the study. As a mixed methods study, data were gathered quantitatively and qualitatively. A hierarchical linear modeling was used in order to depict the changes in inquiry-based science practices as a result of content-focused online mentoring program. Qualitative data were collected via monthly semi-structured interviews, pre, post, and follow-up yearly semi-structured interviews, and finally online written dialogues of beginning secondary science teachers and their e-mentors. A mixed method was used that utilized the results of quantitative data, Items for Inquiry-Based Practice (IBP) scores, helped for selecting cases for qualitative analysis. Results indicated that there were no significant differences in IBP scores among the fourteen beginning secondary science teachers; however, three groups were detected: increasing use, no change, and decreasing use in inquiry-based practices. Porsha, who made increasing use, showed four emerging identities throughout two years: watchful-imitator, seeker, collaborator, and junior-leader. Nora, who made no change, showed only two emerging identities: imitator and seeker. Netty, who made decreasing use, showed also two emerging identities: lonely-follower and feeder. Different identities detected in online dialogue, namely Porsha as a whistleblower, Nora as a watchful-imitator, and Netty as a watchful-feeder. The corresponding responses of three beginning secondary science teachers' e-mentors were defender, provider, listener, pusher and umpire. This study provides not only an in-depth picture of the contemporary science education community of practice but also suggest a roadmap to design an effective induction program.875 Posted by Porsha on Wednesday, August 16, 2006 8:07pm Subject: communication Okay here is the scoop: The other 7th Grade Science Teacher never showed up. I was told to plan for the other team. I did, wrote lesson plans, madeanbsp;...


Title:Inquiry Practice and Identity of Beginning Secondary Science Teachers in the Online and Offline Learning Community: A Longitudinal Mixed Methods Study
Author: EunJin Bang
Publisher:ProQuest - 2008
ISBN-13:

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