First-Year Teachers’ Uphill Struggle to Implement Inquiry Instruction
This longitudinal study of six first-year teachers focused on conceptualizations of inquiry-based pedagogy, self-efficacy for inquiry-based teaching, and its actual enactment. Data included a self-report survey of self-efficacy for inquiry-based instruction, individual interviews at the beginning an...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2016-05-01
|
| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/2158244016649011 |