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dc.contributor.authorKim, M.en_US
dc.contributor.authorLavonen, J.en_US
dc.contributor.authorJuuti, K.en_US
dc.contributor.authorHolbrook, J.en_US
dc.contributor.authorRannikmäe, M.en_US
dc.date.accessioned2016-02-08T09:41:38Z
dc.date.available2016-02-08T09:41:38Z
dc.date.issued2013en_US
dc.identifier.issn1571-0068
dc.identifier.urihttp://hdl.handle.net/11693/21131
dc.description.abstractIn inquiry-based science education, there have been gradual shifts in research interests: the nature of scientific method, the debates on the effects of inquiry learning, and, recently, inquiry teaching. However, many in-service programs for inquiry teaching have reported inconsistent results due to the static view of classroom inquiries and due to the partial perspective between individual and collaborative reflections. Thus, by means of a theoretical progress model of collaborative reflection, this qualitative research aims to investigate reflections of four participant teachers before and during a half-year in-service teacher program. The model captures the following four interactions for each individual teacher and among the teacher cohort: belief to practice, practice to belief, stimulation, and reinforcement. The audio-video data and their quantification allowed identification of the teachers' consistent prior beliefs and practices as a multiplicity of inquiry teaching and their interwoven progress during the program. The findings are further discussed in terms of the implicit development and the richer repertoire. © 2012 National Science Council, Taiwan.en_US
dc.language.isoEnglishen_US
dc.source.titleInternational Journal of Science and Mathematics Educationen_US
dc.relation.isversionofhttps://doi.org/10.1007/s10763-012-9341-4en_US
dc.subjectCollaborative reflectionen_US
dc.subjectInquiry teachingen_US
dc.subjectTeacher beliefen_US
dc.subjectTeacher practiceen_US
dc.titleTeacher's reflection of inquiry teaching in finland before and during an in-service program: examination by a progress model of collaborative reflectionen_US
dc.typeArticleen_US
dc.departmentGraduate School of Educationen_US
dc.citation.spage359en_US
dc.citation.epage383en_US
dc.citation.volumeNumber11en_US
dc.citation.issueNumber2en_US
dc.identifier.doi10.1007/s10763-012-9341-4en_US
dc.publisherSpringer Netherlandsen_US


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