Should professional development include analyzing and coaching ways of speaking during inquiry-based science instruction in elementary classrooms?
In this commentary, I first consider what Oliveira defines inquiry-based science instruction to be. Next I discuss what the discourse practices are that he is advocating. Then I examine what he presents as evidence of changes in two teachers’ discourse practices due to a summer institute and how their pragmatic awareness seems to have been enhanced through institute activities. Finally I ponder whether, when, how, and why professional development should include a focus on ways of speaking during inquiry-based science instruction.
Related Questions
- What if we are not sure if our teachers want comprehension or vocabulary instruction professional development? Is there some type of introductory workshop?
- How does sheltered English instruction intersect with school initiatives, curricular programs, and professional development plans?
- What are the effects of teacher efficacy on professional development? How does this impact instruction?
