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Professional development, practice, ...

Deneroff, Victoria Matzenauer.

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Professional development, practice, and teacher discourse communities: How an urban high school science teacher negotiated inquiry practice.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Professional development, practice, and teacher discourse communities: How an urban high school science teacher negotiated inquiry practice./
作者:	Deneroff, Victoria Matzenauer.
面頁冊數:	235 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1722.
Contained By:	Dissertation Abstracts International66-05A.
標題:	Education, Teacher Training. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3175185
ISBN:	0542133210

Professional development, practice, and teacher discourse communities: How an urban high school science teacher negotiated inquiry practice.
Deneroff, Victoria Matzenauer.

Professional development, practice, and teacher discourse communities: How an urban high school science teacher negotiated inquiry practice. - 235 p.

Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1722.

Thesis (Ph.D.)--University of California, Los Angeles, 2005.

This is an ethnographic case study of one urban high school science teacher who was attempting to use inquiry-based teaching in her practice. Rather than focusing on pedagogy, the study examines the social networks and communities of practice in which Marie Gonzalez participated. I make the argument that science teaching is a Discourse (Gee, 1990), and that teaching inquiry science means constructing an identity as a participant in what I call the Discourse of Inquiry. I also use discourse analysis to tease out a Discourse of Traditional Science Teaching. I conclude that the Traditional and Inquiry Discourses mediate a teacher's ideas of what it means to teach, and that, while Inquiry teachers are "bilingual", that is, able to participate in both Discourses, Traditional teachers are deaf to the Discourse of Inquiry. Moreover, in my study there is convincing evidence that administrators charged with evaluation were also unfamiliar with the Discourse of Inquiry and were therefore unable to provide support for Marie's inquiry practice. In light of these findings, it is not at all surprising that Marie found it quite difficult to use inquiry-based pedagogy. In order for teachers to adopt discourse-based reforms such as inquiry, the Discourse must be available to teachers in their workplaces.

ISBN: 0542133210Subjects--Topical Terms:

783747
Education, Teacher Training.

Professional development, practice, and teacher discourse communities: How an urban high school science teacher negotiated inquiry practice.
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