What counts as knowledge about inquiry-based science teaching?Construction of opportunities for teacher learning in a context of curriculum reform
DOI:
https://doi.org/10.22600/1518-8795.ienci2024v29n3p287Keywords:
Teacher professional development, Inquiry-Based Science Education, Opportunities for teacher learning, Interactional Ethnography, Curricular reformAbstract
With the aim of understanding how two groups of teachers constructed opportunities for teacher learning about Inquiry-Based Science Teaching (IBST), we analyzed events from a professional development program offered in a municipal education system in the context of a curricular reform movement, guided by an ethnographic perspective and adopting principles and practices of Interactional Ethnography. Through a macroscopic analysis of audiovisual records and fieldnotes, we selected a set of events in which two groups of teachers seek to identify the phases of the Inquiry Cycle in didactic units that composed the instructional material produced within the scope of the reform. We then produced event maps and transcribed teacher interactions into message units. We seek to understand, in these data, which intertextual and intercontextual relationships are proposed in each group of teachers and how they support the construction of teaching learning opportunities about IBST. From a microscopic discourse analysis, we show how each group constructed opportunities for teachers learning about IBST through the establishment of intertextual and intercontextual relations of different nature. While in Group 1 these opportunities were built through intertextual relationships with the curriculum document, in Group 2 they were based upon intertextual and intercontextual relationships with the group members classroom context. Based on these analyses, we discuss group differences regarding what counts as knowledge about Inquiry-Based Science Teaching in such events and present implications for science teacher education.References
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