Pedagogical transitions among science teachers: how does context intersect with teacher beliefs?

References

• Ahern-Rindell, A. (1999). Applying inquiry-based and cooperative group learning strategies to promote critical thinking. Journal of College Science Teaching, 28, 203–207.
   Google Scholar
• Altun, S. (2015). The effect of cooperative learning on students’ achievement and views on the science and technology course. International Electronic Journal of Elementary Education, 7, 451–467.
   Google Scholar
• Anderson, D. (2014). The nature and influence of teacher beliefs and knowledge on the science teaching practice of three generalist New Zealand primary teachers. Research in Science Education, 45, 395–423.
   Web of Science ®Google Scholar
• Baird, J. (2006). A phenomenological exploration of teachers’ views of science teaching. Teachers and Teaching, 5, 75–94.
   Google Scholar
• Bandiera, M., & Bruno, C. (2006). Active/cooperative learning in schools. Journal of Biological Education, 40, 130–134.10.1080/00219266.2006.9656030
   Web of Science ®Google Scholar
• Bass, J., Contant, T., & Carin, A. (2009). Teaching science as inquiry. New York, NY: Pearson.
   Google Scholar
• Bassey, M. (1999). Case study research in educational settings. Buckingham: Open University Press.
   Google Scholar
• Beck, C., Butler, A., & da Silva, K. (2014). Promoting inquiry based teaching in laboratory courses: Are we meeting the grade? Life Sciences Education, 13, 444–452.
   PubMed Web of Science ®Google Scholar
• Black, J., & Gregerson, H. (2002). Leading strategic change. New York, NJ: Prentice-Hall.
   Google Scholar
• Bruner, J. (1961). The act of discovery. Harvard Educational Review, 31, 21–32.
   Web of Science ®Google Scholar
• Callan, J. (2002) School and curriculum development initiative (online). Retrieved from https://www.nuim.ie
   Google Scholar
• Capps, D. K., Crawford, B. A., & Constas, M. A. (2012). A review of empirical literature on inquiry professional development: Alignment with best practices and a critique of the findings. Journal of Science Teacher Education, 23, 291–318.10.1007/s10972-012-9275-2
   Google Scholar
• Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage.
   Google Scholar
• Crawford, B. (1999). Is it realistic to expect a pre-service teacher to create an inquiry based classroom? Journal of Science Teacher Education, 10, 175–194.10.1023/A:1009422728845
   Google Scholar
• Crawford, B. (2007). Learning to teach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching, 44, 613–642.10.1002/(ISSN)1098-2736
   Web of Science ®Google Scholar
• Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal, 32, 601–616.10.1080/01411920600775316
   Web of Science ®Google Scholar
• Deignan, T. (2009). Enquiry based learning: Perspectives in practice. Teaching in Higher Education, 14, 13–28.10.1080/13562510802602467
   Web of Science ®Google Scholar
• Department of Education and Science. (1998). Education act. Dublin: Stationery Office.
   Google Scholar
• Dewey, J. (1986). The later works, 1925–1953. In J. Boyston (Ed.), Logic: The theory of inquiry (Vol. 12). Carbondale: Illinois University Press.
   Google Scholar
• Dewey, J. (1997). How we think. New York, NY: Dover.
   Google Scholar
• Dreon, O., & McDonald, S. (2012). Being in the hot spot: A phenomenological study of two beginning teachers’ experiences enacting inquiry science pedagogy. Teachers and Teaching, 18, 297–313.10.1080/13540602.2012.629837
   Web of Science ®Google Scholar
• Driver, R., Asoko, H., Leach, J., Scott, P., & Mortimer, E. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23, 5–12.10.3102/0013189X023007005
   Google Scholar
• Eick, C. (2009). Tailoring national standards to early science teacher identities: Building on personal histories to support beginning practice. Journal of Science Teacher Education, 20, 135–156.10.1007/s10972-009-9126-y
   Google Scholar
• Ferreira, C. Baptista, M., Arroio, A. (2013), Integrating visualizations in science teaching: Teachers’ difficulties and pedagogical approaches. Problems of Education in the 21st Century, 57, 48–60.
   Google Scholar
• Fullan, M. (2001). The new meaning of educational change (3rd ed.). New York, NY: Teachers College Press.
   Google Scholar
• Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation. In J. Gess-Newsome & N. Lederman (Eds.), Examining pedagogical content knowledge (pp. 3–16). Dordrecht: Klewer Academic.
   Google Scholar
• Gillies, R. M. (2008). The effects of cooperative learning on junior high school students’ behaviours, discourse and learning during a science-based learning activity. School Psychology International, 29, 328–347.10.1177/0143034308093673
   Web of Science ®Google Scholar
• Gillies, R., & Nichols, K. (2015). How to support primary teachers’ implementation of inquiry: Teachers’ reflections on teaching cooperative inquiry-based science’. Research in Science Education, 45, 171–191.10.1007/s11165-014-9418-x
   Web of Science ®Google Scholar
• Gormally, C. (2016). Developing a teacher identity: TAs’ perspectives about learning to teach inquiry based biology labs. International Journal of Teaching and Learning in Higher Education, 28, 176–192.
   Google Scholar
• Gunel, M. (2008). Critical elements for the science teacher to adopt a student-centred approach: The case of a teacher in transition. Teachers and Teaching, 14, 209–224.10.1080/13540600802006095
   Google Scholar
• Guskey, T. (2002). Professional development and teacher change. Teachers and Teaching, 8, 381–391.10.1080/135406002100000512
   Google Scholar
• Haney, J., & Mc Arthur, J. (2001). Four case studies of prospective science teachers’ beliefs concerning constructivist teaching practices. Science Education, 86, 783–802.
   Web of Science ®Google Scholar
• Harlen, W. (2007). Science education as enquiry: Issues of evaluation. Education in Science, 2, 22–23.
   Google Scholar
• Holland, D., Lachicotte, J., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
   Google Scholar
• Huberman, M., & Miles, B. (1994). Data management and analysis methods. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research(pp. 769–802). CA, USA: Sage.
   Google Scholar
• Hustler, D., Mc Namara, O., Jarvis, J., Londra, M., & Campbell, A. (2003). Teachers perceptions of continuing professional development. London: DFEE, HMSO.
   Google Scholar
• Hutner, T. (2016). Proposing an operational definition of science teacher beliefs. Journal of Science Teacher Education, 27, 675–691.10.1007/s10972-016-9480-5
   Web of Science ®Google Scholar
• Isiksal-Bostan, M., Sahin, E., & Ertepinar, H. (2015). Teacher beliefs toward using alternative teaching approaches in science and mathematics classes related to experience in teaching. International Journal of Environmental & Science Education, 10, 603–621.
   Google Scholar
• Jeffers, G. (2006). Conversations on teaching and learning: A challenge for school leadership. Oideas, 52, 25–41.
   Google Scholar
• Johnson, D. W., & Johnson, R. (1999). Learning together and alone: Cooperative, competitive and individualistic learning (5th ed.). Englewood Cliffs, NJ: Prentice-Hall.
   Google Scholar
• Kelchtermans, G. (2009). Who am I in how I teacher is the message: Self-understanding, vulnerability and reflection. Teachers and Teaching, 15, 257–272.10.1080/13540600902875332
   Web of Science ®Google Scholar
• Keys, C., & Bryan, L. (2001). Co-constructing inquiry-based science with teachers: Essential research for lasting reform. Journal of Research in Science Teaching, 38, 631–645.10.1002/(ISSN)1098-2736
   Web of Science ®Google Scholar
• Lawson, A. (1995). Science teaching and the development of thinking. California: Wadsworth.
   Google Scholar
• Lazonder, A., & Wiskerke-Drost, S. (2015). Advancing scientific reasoning in upper elementary classrooms: Direct instruction versus task structuring. Journal of Science Education & Technology, 24, 69–77.10.1007/s10956-014-9522-8
   Web of Science ®Google Scholar
• Lewis, J., & Day, G. (2004). Continuing professional development for teachers. Journal of Biological Education, 38, 144–144.10.1080/00219266.2004.9655925
   Web of Science ®Google Scholar
• Luft, J., & Roehrig, G. (2007). Capturing science teachers’ epistemological beliefs: The development of the teacher beliefs interview. Electronic Journal of Science Education, 11, 38–63.
   Google Scholar
• Maheady, L., Michielli-Pendl, J., Harper, G., & Mallette, B. (2006). The effects of numbered heads together with and without an incentive package on the science test performance of a diverse group of sixth graders. Journal of Behavioural Education, 15, 24–38.10.1007/s10864-005-9002-6
   Google Scholar
• Mansour, N. (2009). Science teachers’ beliefs and practices: Issues, implications and research agenda. International Journal of Environmental & Science Education, 4, 25–48.
   Google Scholar
• Meyer, D. Z., Meyer, A. A., Nabb, K. A., Connell, M. G., & Avery, L. M. (2013). Theoretical and empirical exploration of intrinsic problems in designing inquiry activities. Research in Science Education, 43, 57–76.10.1007/s11165-011-9243-4
   Web of Science ®Google Scholar
• Millar, R., & Osborne, J. (1998). Beyond 2000: Science education for the future. London: Kings College.
   Google Scholar
• Mooney Simmie, G. (2007). Teacher Design Teams (TDTs) – Building capacity for innovation, learning and curriculum implementation in the continuing professional development of in-career teachers. Irish Educational Studies, 26, 163–176.10.1080/03323310701295914
   Web of Science ®Google Scholar
• Morrison, J. A., & Estes, J. C. (2007). Using scientists and real-world scenarios in professional development for middle school science teachers. Journal of Science Teacher Education, 18, 165–184.10.1007/s10972-006-9034-3
   Google Scholar
• National Council for Curriculum and Assessment [NCCA]. (2003). Junior certificate science syllabus. Dublin: The Stationery Office.
   Google Scholar
• National Council for Curriculum and Assessment [NCCA]. (2006). Junior certificate science: Guidelines for teachers. Dublin: The Stationery Office.
   Google Scholar
• National Council for Curriculum and Assessment [NCCA]. (2009). Developing assessment in the sciences at senior cycle. Dublin: Stationary Office.
   Google Scholar
• National Council for Curriculum and Assessment [NCCA]. (2014). Draft specification for junior cycle science. Retrieved from https://www.juniorcycle.ie
   Google Scholar
• Piggott, J., & Irvine, L. (2006). Establishing criteria for effective professional development and use in evaluating an action research based programme. Journal of In-Service Education, 32, 477–496.10.1080/13674580601024432
   Google Scholar
• Purdon, A. (2003). A national framework of CPD: Continuing professional development or continuing policy dominance? Journal of Education Policy, 18(4), 423–437.10.1080/0268093032000106866
   Web of Science ®Google Scholar
• Rauch, F., Dulle, M., Namsone, D., & Gorghiu, G. (2014). PROFILES networks: Three international examples. Science Education International, 25, 97–114.
   Google Scholar
• Richardson, V. (1990). Significant and worthwhile change in teaching practice. Educational Researcher, 19, 10–18.10.3102/0013189X019007010
   Google Scholar
• Rocard, M. (2007). Science education now; A renewed pedagogy for the future of Europe. Brussels: European Commission.
   Google Scholar
• Sharma, A., & Muzaffar, I. (2012). The (non) making/becoming of inquiry practicing science teachers. Cultural Studies of Science Education, 7, 175–191.10.1007/s11422-011-9372-0
   Google Scholar
• Simmons, P., Emory, A., Carter, T., Coker, T., Finnegan, B., & Crockett, D. (1999). Beginning teachers: Beliefs and classroom actions. Journal of Research in Science Education, 36, 930–954.
   Google Scholar
• Sugrue, C., Morgan, M., & Raftery, D. (2001). Policy and practice of professional development for primary and post primary teachers in Ireland; A critical analysis. Dublin: St Patricks College and Education Department UCD.
   Google Scholar
• The Teaching Council. (2015). Cosán, draft framework for teachers’ learning. Retrieved from https://www.teachingcouncil.ie
   Google Scholar
• Thomas, J. (2003). Reforming elementary science teachers’ preparation: What about extant teaching beliefs? School, Science and Mathematics, 103, 319–330.10.1111/ssm.2003.103.issue-7
   Google Scholar
• Vygotsky, L. (1978). Interaction between learning and development. In Michael Cole, Vera John-Steiner, Sylvia Scribner, Ellen Souberman (Eds.), Minds in society: The development of higher psychological processes (pp. 79–91). Cambridge, MA: Harvard University Press.
   Google Scholar
• Wolfensberger, B., & Canella, C. (2015). Cooperative learning about nature of science with a case from the history of science. International Journal of Environmental & Science Education, 10, 865–889.
   Google Scholar