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Direct linkNavy, Shannon L.; Maeng, Jennifer L.; Bell, Randy L.; Kaya, Fatma – International Journal of Science Education, 2021
The beginning years of a teacher's career are among the most challenging and complex. Content-specific induction programmes can help teachers navigate these early years of teaching and build their instructional practices. Although there is growing interest in studying new teachers' reform-based instruction, little is known about new science…
Descriptors: Beginning Teachers, Beginning Teacher Induction, Secondary School Teachers, Science Teachers
Furman, Melina; Luzuriaga, Mariana; Taylor, Inés; Podestá, María Eugenia; Jarvis, Diana – Early Years: An International Journal of Research and Development, 2019
This study aimed to understand the process of implementing an early years inquiry-based science unit, focusing on the challenges teachers faced. A two-month professional development programme was implemented in two preschool classrooms. Two teachers with no inquiry-based science experience were provided with structured curriculum units and weekly…
Descriptors: Foreign Countries, Active Learning, Inquiry, Early Childhood Education
Duquette, Cheryll; Dabrowski, Leah – McGill Journal of Education, 2016
The purpose of this study was to explore the experiences of four preservice teachers who used classroom inquiry and reflection to solve problems when implementing differentiated instruction in elementary classrooms during a practicum. Data from classroom observations, individual reflections, and discussions with a teacher educator were analyzed…
Descriptors: Foreign Countries, Preservice Teachers, Inquiry, Active Learning
