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The influence of teacher professional identity on inquiry-based laboratory work in school chemistry
Thesis (PhD--University of Pretoria, 2015.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2015
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| _version_ | 1867613503350636544 |
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| access_status_str | Open Access |
| author2 | Vandeyar, Saloshna |
| author_browse | Vandeyar, Saloshna |
| author_facet | Vandeyar, Saloshna |
| collection | Thesis |
| dc_rights_str_mv | Copyright 2015 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD--University of Pretoria, 2015. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/44262 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:11.117Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2015 |
| publishDateRange | 2015 |
| publishDateSort | 2015 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/44262 The influence of teacher professional identity on inquiry-based laboratory work in school chemistry Vandeyar, Saloshna Potgieter, Marietjie Tsakeni, Maria Inquiry-based laboratory work in school chemistry Teacher professional identity Identity traits School chemistry UCTD Education theses SDG-04 Education theses SDG-09 Thesis (PhD--University of Pretoria, 2015. Amidst calls to incorporate inquiry meaningfully into the practice of laboratory work in secondary school chemistry and calls to investigate how teachers negotiate their professional identities under widespread reforms in education, this study sought to explore the interface of teacher professional identity and how teachers facilitate inquiry for learners during practical activities. Utilising a social constructivist lens and a qualitative case study approach, the study focused on three inquiry actions; namely, question posing, experiment procedure design and articulation of solutions through a teacher identity lens. Data capture comprised a mix of semi-structured interviews, focus group interviews, observations, field notes and a research journal. Data was analysed utilising the content analysis method. Findings were fourfold. First, teachers displayed four identity positions in Inquiry-based Laboratory work, which was interwoven with their professional training, personal school experiences, beliefs and attitudes and sense of agency. Second, teachers’ professional identity influenced how they engaged learners in question posing, experiment design procedure and giving solutions as inquiry actions. Third, teachers held strong beliefs in chemistry as a two-pronged subject and utilised laboratory work to consolidate and develop learner understanding of scientific concepts and theories. And fourth the manner in which teachers facilitated inquiry in the chemistry laboratory manifested as an interface between teacher professional identity and the principles of IBLW. bs2026 Science, Mathematics and Technology Education Unrestricted SDG-04: Quality education SDG-09: Industry, innovation and infrastructure 2015-04-07T11:06:59Z 2015-04-07T11:06:59Z 2015-04-29 2015 Thesis Tsakeni, M 2014, The influence of teacher professional identity on inquiry based laboratory work in school chemistry, PhD thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/44262> A2015 http://hdl.handle.net/2263/44262 en Copyright 2015 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Inquiry-based laboratory work in school chemistry Teacher professional identity Identity traits School chemistry UCTD Education theses SDG-04 Education theses SDG-09 The influence of teacher professional identity on inquiry-based laboratory work in school chemistry |
| title | The influence of teacher professional identity on inquiry-based laboratory work in school chemistry |
| title_full | The influence of teacher professional identity on inquiry-based laboratory work in school chemistry |
| title_fullStr | The influence of teacher professional identity on inquiry-based laboratory work in school chemistry |
| title_full_unstemmed | The influence of teacher professional identity on inquiry-based laboratory work in school chemistry |
| title_short | The influence of teacher professional identity on inquiry-based laboratory work in school chemistry |
| title_sort | influence of teacher professional identity on inquiry based laboratory work in school chemistry |
| topic | Inquiry-based laboratory work in school chemistry Teacher professional identity Identity traits School chemistry UCTD Education theses SDG-04 Education theses SDG-09 |
| url | http://hdl.handle.net/2263/44262 |