Capitalizing on Teacher Expertise: Motivations for Contemplating Transfer from Professional Development to the Classroom |
| |
| Authors: | Andrea Gay Van Duzor |
| |
| Institution: | (1) Department of Chemistry and Physics, Chicago State University, SCI 309, 9501 South King Drive, Chicago, IL 60628, USA |
| |
| Abstract: | 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. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
