The indicators of becoming an effective science teacher: inquiract and SCEPSATI

Allan Blake, Jim McNally

Research output: Contribution to conferencePaper

Abstract

In order to establish those practices which underpin a science teaching performance that combines pupil enthusiasm and creative classrooms, it will be necessary to uncover evidence of inquiry-based learning experiences in science, both in and beyond the classroom, that can provide a warrant for theory and practice that will assist new science teachers in becoming effective. In response to earlier small-scale research (McNally et al 1994; 1997) which found that beginning teaching was an affective transition in which relationships with colleagues and pupils were crucial, inquiract is designed to find out more about the actual interactions between beginning science teachers and significant others. The instrument will take the form of a graphic flowchart onto which new teachers will be able to map their inquiry-based science teaching interactions during their initial months of teaching (Gray et al. 2005).
LanguageEnglish
Number of pages2
Publication statusUnpublished - 2009
EventEuropean Conference on Educational Research - Vienna, Austria
Duration: 28 Nov 200930 Nov 2009

Conference

ConferenceEuropean Conference on Educational Research
CityVienna, Austria
Period28/11/0930/11/09

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teacher
science
Teaching
pupil
classroom
interaction
learning
performance
evidence
experience

Keywords

  • science teaching
  • teaching
  • Inquiract
  • SCEPSATI

Cite this

Blake, A., & McNally, J. (2009). The indicators of becoming an effective science teacher: inquiract and SCEPSATI. Paper presented at European Conference on Educational Research, Vienna, Austria, .
Blake, Allan ; McNally, Jim. / The indicators of becoming an effective science teacher : inquiract and SCEPSATI. Paper presented at European Conference on Educational Research, Vienna, Austria, .2 p.
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abstract = "In order to establish those practices which underpin a science teaching performance that combines pupil enthusiasm and creative classrooms, it will be necessary to uncover evidence of inquiry-based learning experiences in science, both in and beyond the classroom, that can provide a warrant for theory and practice that will assist new science teachers in becoming effective. In response to earlier small-scale research (McNally et al 1994; 1997) which found that beginning teaching was an affective transition in which relationships with colleagues and pupils were crucial, inquiract is designed to find out more about the actual interactions between beginning science teachers and significant others. The instrument will take the form of a graphic flowchart onto which new teachers will be able to map their inquiry-based science teaching interactions during their initial months of teaching (Gray et al. 2005).",
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Blake, A & McNally, J 2009, 'The indicators of becoming an effective science teacher: inquiract and SCEPSATI' Paper presented at European Conference on Educational Research, Vienna, Austria, 28/11/09 - 30/11/09, .

The indicators of becoming an effective science teacher : inquiract and SCEPSATI. / Blake, Allan; McNally, Jim.

2009. Paper presented at European Conference on Educational Research, Vienna, Austria, .

Research output: Contribution to conferencePaper

TY - CONF

T1 - The indicators of becoming an effective science teacher

T2 - inquiract and SCEPSATI

AU - Blake, Allan

AU - McNally, Jim

PY - 2009

Y1 - 2009

N2 - In order to establish those practices which underpin a science teaching performance that combines pupil enthusiasm and creative classrooms, it will be necessary to uncover evidence of inquiry-based learning experiences in science, both in and beyond the classroom, that can provide a warrant for theory and practice that will assist new science teachers in becoming effective. In response to earlier small-scale research (McNally et al 1994; 1997) which found that beginning teaching was an affective transition in which relationships with colleagues and pupils were crucial, inquiract is designed to find out more about the actual interactions between beginning science teachers and significant others. The instrument will take the form of a graphic flowchart onto which new teachers will be able to map their inquiry-based science teaching interactions during their initial months of teaching (Gray et al. 2005).

AB - In order to establish those practices which underpin a science teaching performance that combines pupil enthusiasm and creative classrooms, it will be necessary to uncover evidence of inquiry-based learning experiences in science, both in and beyond the classroom, that can provide a warrant for theory and practice that will assist new science teachers in becoming effective. In response to earlier small-scale research (McNally et al 1994; 1997) which found that beginning teaching was an affective transition in which relationships with colleagues and pupils were crucial, inquiract is designed to find out more about the actual interactions between beginning science teachers and significant others. The instrument will take the form of a graphic flowchart onto which new teachers will be able to map their inquiry-based science teaching interactions during their initial months of teaching (Gray et al. 2005).

KW - science teaching

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M3 - Paper

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Blake A, McNally J. The indicators of becoming an effective science teacher: inquiract and SCEPSATI. 2009. Paper presented at European Conference on Educational Research, Vienna, Austria, .