Cultural Studies of Science Education

, Volume 11, Issue 2, pp 235–251 | Cite as

Inquiry identity and science teacher professional development

  • Nadine BryceEmail author
  • Sara E. D. Wilmes
  • Marissa Bellino


An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often they address teaching practices from limited cognitive perspectives, leaving unexplored the shifts in identity that may accompany teachers along their journey in becoming skilled in inquiry-oriented instruction. In this forum article, we envision Victoria Deneroff’s argument that “professional development could be designed to facilitate reflexive transformation of identity within professional learning environments” (2013, p. 33). Instructional coaching, cogenerative dialogues, and online professional communities are discussed as ways to promote inquiry identity formation and collaboration in ways that empower and deepen science teachers’ conversations related to personal and professional efficacy in the service of improved science teaching and learning.


Inquiry Identity Science education Professional development Community of practice 


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Copyright information

© Springer Science+Business Media Dordrecht 2016

Authors and Affiliations

  • Nadine Bryce
    • 1
    Email author
  • Sara E. D. Wilmes
    • 2
  • Marissa Bellino
    • 3
  1. 1.School of EducationHunter College of the City University of New YorkNew YorkUSA
  2. 2.Institute of Applied Educational SciencesUniversité du LuxembourgWalferdangeLuxembourg
  3. 3.Urban EducationThe Graduate Center of the City University of New YorkNew YorkUSA

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