Abstracts - Earli

Teachers as designers of inquiry-based interactive learning environmentsEleni A. Kyza, University of Cyprus, CyprusConstantinos P. Constantinou, University of Cyprus, CyprusReform documents in science education emphasize inquiry as the primary context for learningscience. However, it is reported in the literature that teachers face many challenges inimplementing inquiry-oriented approaches and little attention has been given to how to preparefuture or in-service teachers in this regard (Putnam & Borko, 2000). The purpose of this study wasto (a) investigate the effect of a constructionist framework for introducing teachers to the design ofinquiry-based learning environments on the development of teachers’ understanding of inquiry,and (b) examine how the affordances of the web-based authoring tool the teachers used helpedshape their understanding of inquiry. The participants consisted of ten certified or practicingteachers who participated in a graduate teacher preparation science course. The data includedresponses to questionnaires about the participants’ definition of and prior experiences with inquiryat the beginning and at the end of the course, reflective diaries, where the participants were askedto document their reflections about inquiry and curriculum design, a collection of their designwork, and end-of-course interviews with each participant. The data were analyzed qualitativelyusing an open coding scheme refined through the use of the constant comparative method (Glaser& Strauss, 1967). Preliminary analysis of the data indicates that, at the beginning of the course, theparticipants held normative but simplified views of inquiry while by the end of the course theparticipants provided more detailed characterizations of inquiry as a complex process. Theexamination of the participants’ design phases indicated that a major challenge was how totranslate theory about inquiry into a designed interactive curriculum, taking into account theaffordances of the tool used. The course activities, which included relating the readings to thedesign task, frequent feedback and peer review, helped students move towards a more inquirybaseddesign.Motivational practices perceived as useful by secondary preservice teachersSylvie Frechette, University of Quebec at Trois-Rivieres, CanadaFrederic Legault, University of Quebec at Montreal, CanadaMonique Brodeur, University of Quebec at Montreal, CanadaThe study explores the preservice teachers’ knowledge about motivational practices. Data wascollected from 114 secondary preservice teachers in practicum through an open question protocoland some electronic discussion forums on motivation. Findings showed that motivational practiceslinked to task value beliefs were more frequently reported, followed by those linked to selfefficacyand control beliefs. Practices linked to learning goal orientation came last. The reportedmotivational practices will be commented upon according to the motivation model selected.Findings raise the issue of the appropriate combination of trainees’ practices in order to effectivelyactivate and sustain their students’ motivation in specific educational settings.The influence of personality and the perceived value of teacher training on the development ofteacher efficacy and job satisfactionElizabeth R. Peterson, University of Auckland, New ZealandRichard Hamilton, University of Auckland, New ZealandThis study seeks to investigate the relationship between students’ personality, perceived value ofteacher training and their teacher efficacy and collective teacher efficacy as they move from thetraining environment into the full time classroom and how these factors work together to affect job– 706 –