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1.
An important task for the preschool teacher is to create meaningful learning situations where children have opportunities to experience science. However, many teachers have both weak subject knowledge and a lack of confidence to teach science. The aim of the project presented in this article was to capture how nine preschool teachers developed their learning of and self-confidence in teaching science during a two-year professional development (PD) project while coplanning, coteaching, and coreflecting on their teaching activities. During the project, the preschool teachers’ self-confidence and attitudes played an important role for the their approach to science activities. Their collaborative learning and reflection became important for their PD and for the way science phenomena were included in the preschool context. As such, the project is based on opportunities for preschool teachers to develop their ideas about science and to reframe their work with the aim to stimulate children’s curiosity for science.  相似文献   

2.
In many innovative science content professional development (PD) courses for teachers, science concepts are situated within pedagogical contexts, or in other words, science content is incorporated within contexts relevant to teaching and student learning. Pedagogical contexts are often used because they are believed to be engaging for teachers and to support content transfer to the classroom. However, few studies have investigated how pedagogical contexts serve to impact teacher engagement and science content learning. This qualitative case study examined K-8 in-service teachers?? interactions with pedagogical contexts in a chemistry PD course. Findings indicate that teachers??: (1) contribution of teaching experiences helped create a collegial learning environment, (2) sharing of concerns from classroom teaching directed content discussion and learning objectives, and (3) reflection on teacher and learner roles in the PD classroom led to persistence in chemistry-content learning. Implications for PD instructor use of pedagogical contexts in science content based PD are discussed.  相似文献   

3.
We present an inquiry‐based, aquatic science professional development (PD) for upper‐elementary, middle, and high school teachers and examine changes in student outcomes in light of participating teachers’ characteristics and the grade band of the students. Our study lends support to the assertion that inquiry‐ and content‐focused PD, paired with classroom implementation, can effectively improve student learning. Our findings indicate that students improved in their nature of science (NOS) and aquatic science content knowledge and that these changes depended in some ways on the participating teachers’ characteristics and adherence to the program. The students’ improvements were amplified when their teachers adhered more closely to the PD activities during their classroom implementation. The teachers’ previous science PD experience and pre‐PD understanding of inquiry‐based teaching also explained some of the variability in student growth. In both NOS and content, students of teachers with less prior science‐PD experience benefited more. Grade band also explained variation in student outcomes through interactions with teacher‐characteristic variables. In high school, students of teachers with lower pre‐PD inquiry knowledge appeared to learn more about NOS. Our results suggest that inquiry and content training through PD may minimize disparities in teaching due to inexperience and lack of expertise. Our study also demonstrates the value of PD that teaches a flexible approach to inquiry and focuses on underrepresented, interdisciplinary content areas, like aquatic science. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1219–1245, 2017  相似文献   

4.
Abstract

This study considers the benefits of coteaching in the context of the outdoors. It explores the use of coteaching in a professional development program and investigates all the cited outcome categories for teachers: cognitive, affective, coteaching, and professional development. Coteaching pairs coplanned, cotaught, and coevaluated “Shared Learning Days” in the outdoors. Eight teachers took part with 180 students in their last year of elementary school or their first year of (junior) high school. This article demonstrates how a model of professional development, with coteaching at its core, is beneficial for the development of teachers who are teaching “outside” their comfort zone (outdoors) and expected to focus on skills-based teaching and learning. In particular, the benefits of attitudinal change among the teachers involved is discussed.  相似文献   

5.
A group of teachers?? meaning-making when they are collaboratively analyzing artifacts from practice in local science classrooms in a school-based professional development (PD) project is examined through repeated interviews and represented as meaning-making maps. The interpretation of the teachers?? meaning-making includes both their reference to outcomes from the project and their expressed ideas about teaching and learning of science. All four teachers refer to experiences from experimenting in their classrooms and interpret the collected artifacts in relation to students?? learning. Furthermore, they all felt encouraged to continue collaboration around science. During the interviews, the teachers emphasize various elements apparently connected to concrete challenges they each experience in their professional work. Implications in relation to the design of PD are discussed.  相似文献   

6.
Attaining the vision for science teaching and learning emphasized in the Framework for K‐12 Science Education and the next generation science standards (NGSS) will require major shifts in teaching practices in many science classrooms. As NGSS‐inspired cognitively demanding tasks begin to appear in more and more science classrooms, facilitating students' engagement in high‐level thinking as they work on these tasks will become an increasingly important instructional challenge to address. This study reports findings from a video‐based professional development effort (i.e., professional development [PD] that use video‐clips of instruction as the main artifact of practice to support teacher learning) to support teachers' learning to select cognitively demanding tasks and to support students' learning during the enactment of these tasks in ways that are aligned with the NGSS vision. Particularly, we focused on the NGSS's charge to get students to make sense of and deeply think about scientific ideas as students try to explain phenomena. Analyses of teachers' pre‐ and post‐PD instruction indicate that PD‐participants began to adopt instructional practices associated with facilitating these kinds of student thinking in their own classrooms. The study has implications for the design of video‐based professional development for science teachers who are learning to facilitate the NGSS vision in science classrooms.  相似文献   

7.
A qualitative study of math and science teachers at two middle schools identifies how their system for learning to integrate technology into their teaching goes beyond what school leaders typically consider when planning for teachers’ learning. In addition to (a) the district-initiated, or formal, system of professional development (PD) and professional learning communities (PLCs), it includes (b) teacher-initiated, or informal, learning with colleagues as well as (c) teachers’ independent learning activities. Analysis of why and how they form their system highlights how by only supporting the formal PD activities and PLCs, the district not only loses the valuable collective knowledge of the districts’ teachers derived from their informal and independent learning activities, but also diminishes the learning teachers derive from the formal PD activities since informal collaborations and independent work after formal PD activities often helps to bring the learning from the training room to the classroom. We present teachers’ insights and then discuss implications for the design of a holistic approach to facilitate teachers’ formal, informal, and independent learning that is tied together and supported by technology. While research on formal, informal and independent teacher learning exists, with technology frequently mentioned as a potential support for each of these three modes, these approaches have not been considered together as interdependent parts of the same holistic system for teacher learning nor has the way technology might knit these modes of teacher learning together been imagined as a part of that system.  相似文献   

8.
This study compares the views of teachers and professional development facilitators about effective professional development (PD). We analyzed interviews with 72 teacher participants and 23 PD facilitators involved in nine science and mathematics PD projects. The teachers' themes for characterizing effective PD included classroom application, teacher as learner, and teacher networking. Similarly, the PD facilitators discussed effective PD as having classroom application and experiences for teachers as learners. In addition, PD facilitators shared the need to develop collegial relationships with teachers and improve teacher knowledge. These views correspond to some of the standards and recommendations described in policy and research documents on effective PD. Criteria of effective PD in these documents that the participants did not mention included: (1) challenging teachers' content and pedagogical content knowledge with transformative learning experiences, (2) encouraging teacher leadership for sustained support, and (3) focusing on student learning by instructing teachers on how to use student data to inform their teaching practice. Our findings have implications for designing PD that reflects the criteria of standards-based reform.  相似文献   

9.
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10.
Of primary concern in professional development (PD) are the ways in which teachers transfer knowledge from PD to the classroom. This qualitative case study of a chemistry PD course for elementary teachers investigates the first step in the transfer process by examining why and how K-8 teachers consider transfer to the classroom. Motivations for considering transfer were the same whether teachers only proposed how they could use PD content or teachers actively utilized PD experiments and concepts in their own classrooms. Teacher learning of chemistry concepts, activities, and pedagogical strategies were motivating factors for considering transfer. Teachers appropriated and adapted PD materials based on the specific learning needs of their own students, the constraints of their teaching contexts, and their desired outcomes, including making science learning relevant for students. Understanding teachers’ motivations and means of adaptations in considering PD can inform PD provider programs how to be more effective and responsive to teacher needs. Furthermore, teachers’ active consideration of appropriations and adaptations highlights how teachers leverage their expertise in shaping their PD experiences.  相似文献   

11.
The Science Teachers Learning from Lesson Analysis (STeLLA) project is a videobased analysis‐of‐practice PD program aimed at improving teacher and student learning at the upper elementary level. The PD program developed and utilized two “lenses,” a Science Content Storyline Lens and a Student Thinking Lens, to help teachers analyze science teaching and learning and to improve teaching practices in this year‐long program. Participants included 48 teachers (n = 32 experimental, n = 16 control) and 1,490 students. The STeLLA program significantly improved teachers' science content knowledge and their ability to analyze science teaching. Notably, the STeLLA teachers further increased their classroom use of science teaching strategies associated with both lenses while their students increased their science content knowledge. Multi‐level HLM analyses linked higher average gains in student learning with teachers' science content knowledge, teachers' pedagogical content knowledge about student thinking, and teaching practices aimed at improving the coherence of the science content storyline. This paper highlights the importance of the science content storyline in the STeLLA program and discusses its potential significance in science teaching and professional development more broadly. © 2011 Wiley Periodicals, Inc., J Res Sci Teach 48: 117–148, 2011  相似文献   

12.
The new Advanced Placement (AP) Computer Science (CS) Principles course increases the need for quality CS teachers and thus the need for professional development (PD). This article presents the results of a 2-year study investigating how teachers teaching the AP CS Principles course for the first time used online PD material. Our results showed that the teaching and computing background of teachers had a significant impact on the teachers' need for and use of online PD material. More specifically, novice CS teachers needed and used PD for developing their pedagogical content knowledge (PCK). Non-CS teachers needed and used PD materials emphasizing content knowledge. Experienced CS teachers believed they had little need for PD even though they were teaching a new course. Our study makes three recommendations for designing effective online PD for CS teachers: match PD to teachers' background, align PD with the course curriculum, and use effective motivational design to enhance teacher engagement. (Keywords: computer science education, online professional development, K–12, AP computer science principles course)  相似文献   

13.

The present study examined changes in high school biology and technology education pedagogy during the first year of a three-year professional development (PD) program using the INSPIRES educative curriculum. The Next Generation Science Standards (NGSS) calls for the integration of science and engineering through inquiry-based pedagogy that shifts the burden of thinking from the teacher to the student. This call is especially challenging for teachers untrained in inquiry teaching and engineering or science concepts. The INSPIRES educative curriculum materials and PD provided a mechanism for teachers to transform their teaching to meet the NGSS challenges. This study followed a longitudinal triangulation mixed methods design. Selected lessons were video recorded, scored on the Reformed Teaching Observation Protocol (RTOP) rubric, and examined for qualitative trends. Year 1 results indicated that teachers had begun to transform their teaching and pointed to particular lessons within the INSPIRES curriculum that most facilitated the reform. Instructional practices of participants improved significantly as a result of the INSPIRES PD program and also aligned with previous, similar studies. These findings provide insights for rethinking the structure of professional development, particularly in the integrated use of an educative curriculum aligned with intended professional development goals.

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14.
Reform efforts are often unsuccessful because they failed to understand that teachers play a key role in making educational reforms successful. This paper describes a long‐term teacher professional development (PD) program aimed at educating and training teachers to teach interdisciplinary topics using case‐based method in science. The research objective was to identify, follow and document the processes that science teachers went through as they assimilated the interdisciplinary, case‐based science teaching approach. The research accompanied the PD program throughout its 3‐year period. About 50 teachers, who took part in the PD program, were exposed to an interdisciplinary case‐based teaching method. The research instruments included teacher portfolios, which contained projects and reflection questionnaires, classroom observations, teacher interviews, and student feedback questionnaires. The portfolios contained the projects that the teachers had carried out during the PD program, which included case studies and accompanying student activities. We found that the teachers gradually moved from exposure to new teaching methods and subject matter, through active learning and preparing case‐based team projects, to interdisciplinary, active classroom teaching using the case studies they developed.  相似文献   

15.
This research examines factors influencing elementary science teacher learning as they participate in professional development with and enactment of educative curricula in comparison with learning following limited professional development and enactment of traditional curricula. Using a randomized cluster design (125 teachers and 2,694 students in 4th—5th grades) that met the What Works Clearinghouse standards without reservations, teacher learning was conceptualized using four outcomes. Data were analyzed using standard single-level multiple regression models and possible mediation models for the teacher outcomes were considered using piecewise multiple regression and path analytic approaches. Treatment group teachers experienced greater increases in content knowledge, views of science inquiry, beliefs about reform-based teaching, and teaching self-efficacy than comparison group teachers. The findings indicate that what teachers learn from the combination of professional development and teaching with educative curriculum varies according to what their knowledge and beliefs are on entering the experience. Surprisingly, high entry-level self-efficacy was associated not only with lower learning gains for the teachers, but also for their students. Finally, teachers' space science learning and that of their students are implicated as mediators of the positive effect of the professional development and educative curriculum enactment on teacher beliefs about reform science teaching. This work refines and extends a theoretical framework of teachers' participatory relationship with curricula.  相似文献   

16.
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17.
The purpose of this study is to examine the effect of teachers’ professional learning opportunities on instructional quality, which represents a combined approach of behaviorist, cognitivist, and constructivist principles in teaching. We incorporated professional learning communities (PLCs), professional development (PD) days, as well as 3 PD types (traditional, reform-based, and informal) to provide a comprehensive account of teachers’ professional learning opportunities. Using the extant large-scale data, the Teaching and Learning International Survey (TALIS), from 3,213 middle-school teachers in Turkey, we found that PLCs and reform-based PD activities produced statistically significant effects on instructional quality, ranging from high to moderate effects, all other PD variables held constant. Discussion on the results was centered on the schools for being a venue for professional learning and the potential of collaborative structures to promote teachers’ development.  相似文献   

18.
This qualitative case study looks closely at an elementary teacher who participated in professional development experiences that helped her develop a hybrid practice of using inquiry-based science to teach both science content and English language development (ELD) to her students, many of whom are English language learners (ELLs). This case study examines the teacher’s reflections on her teaching and her students’ learning as she engaged her students in science learning and supported their developing language skills. It explicates the professional learning experiences that supported the development of this hybrid practice. Closely examining the pedagogical practice and reflections of a teacher who is developing an inquiry-based approach to both science learning and language development can provide insights into how teachers come to integrate their professional development experiences with their classroom expertise in order to create a hybrid inquiry-based science ELD practice. This qualitative case study contributes to the emerging scholarship on the development of teacher practice of inquiry-based science instruction as a vehicle for both science instruction and ELD for ELLs. This study demonstrates how an effective teaching practice that supports both the science and language learning of students can develop from ongoing professional learning experiences that are grounded in current perspectives about language development and that immerse teachers in an inquiry-based approach to learning and instruction. Additionally, this case study also underscores the important role that professional learning opportunities can play in supporting teachers in developing a deeper understanding of the affordances that inquiry-based science can provide for language development.  相似文献   

19.
This paper is based on interviews with seventy-five science teachers in twelve schools across Australia. The interviews were conducted as part of a D.E.E.T. Project of National Significance. The purpose of the project was to develop a strategy for the professional development of science teachers. The main purpose of our interviews was to listen to teachers' views on what such a strategy should try to achieve. We asked them to talk about conditions affecting the quality of their work, their attitudes to teaching, their professional development, their careers, the evaluation of teaching, and Award Restructuring. Through these interviews we came to understand how many science teachers are loosely connected with potentially valuable sources of support for their professional development. In this paper we focus on one group of “loose connections”; those between science teachers and scientists in other fields, research in science education, and their colleagues within science departments in schools. Specializations: Science education, reflective practice, teaching and learning. Specializations: Professional development, educational evaluation.  相似文献   

20.
The major science education reform documents emphasize the need for K-12 students to have a robust understanding of nature of science (NOS), and inservice teachers consequently need to develop their NOS teaching repertoires. This study investigated the extent to which science teachers were willing to adopt new strategies and activities for teaching NOS in their classrooms. The participants were 36 elementary, middle, and high school teachers who were completing a year-long physical science professional development (PD) that included NOS instruction. Data sources consisted of surveys (teachers’ NOS views, teaching practices), collected work, and responses to post-PD follow-up questions. The professional development course was successful in that teachers incorporated many of these strategies and activities into their own practice. This study also endeavored to identify factors that facilitated the adoption of these new approaches to teaching NOS. While personal characteristics such as pre- or post-PD NOS understandings, NOS gains, and grade level taught were not related to the number of NOS activities incorporated, teachers from suburban and rural schools were significantly more likely to implement NOS activities.  相似文献   

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