This dissertation looks at the beliefs and practices of thirteen science teachers across the teaching continuum. Three pre-service teachers, four student teachers, three first year teachers and three teachers with three or more years of experience were participants in this longitudinal study that took place between 2006 and 2009. All participants were graduates of a large university in the southeastern United States. The study found that inquiry-based teaching practices were taught at the university and most participants believe that it is a superior way of teaching science. Using the Reformed Teaching Observation Protocol (RTOP) instrument to measure the amount of inquiry-based teaching, the following findings were made: The highest level of inquiry-based teaching occurs during pre-service education. This was the only group to score within the "reformed-based" teaching range. The total RTOP scores decreased into the traditional teaching practice range during student teaching. The scores continued to decrease during the first and second years of teaching, showing an even stronger prevalence toward traditional teaching. A slight increase in the average total RTOP scores was noted with teachers having three or more years of experience. But even these teachers' scores were well within the traditional teaching method range. When interviewed, the most common reasons cited by these teachers for not using inquiry-based practice in the public classrooms were high stakes testing, crowded class sizes, and lack of equipment/support.
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