Inquiry teaching based on constructivist learning theory has been an emphasis in pre-service education for over a decade. In general, a developmental teaching perspective supports inquiry-based instruction where teachers view learners as constructors of knowledge and teaching as providing questions, problems, and challenges that form a bridge from the learners' prior knowledge to a new, more sophisticated form of reasoning. Since teaching perspectives influence student learning, teacher effectiveness, and teacher attrition, challenging pre-service teachers to overcome experience-based convictions of a transmission perspective is necessary in teacher education. In this study, we examined the teaching perspectives of secondary, pre-service methods students at the midpoint of an inquiry-focused program. Our findings suggest that, despite being introduced to a variety of teaching perspectives, overcoming preconceptions of "good teaching" and considering a perspective counter to one's disciplinary major presents a dilemma for pre-service teachers.
© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)
Pecore, J. L. and Shelton, A.
"Challenging Pre-Service Students' Teaching Perspectives in an Inquiry-Focused Program,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 13:
1, Article 8.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol13/iss1/8
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