Why do teachers vary in their instructional change during science PD? The role of noticing students in an iterative change process

Author:

Preminger Linda1ORCID,Hayes Kathryn N.1ORCID,Bae Christine L.2ORCID,O'Connor Dawn1

Affiliation:

1. Department of Educational Leadership California State University East Bay Hayward California USA

2. Department of Foundations of Education Virginia Commonwealth University Richmond Virginia USA

Abstract

AbstractInstructional shifts required by equitable, reform‐based science instruction are challenging, especially in the elementary context. Such shifts require professional development (PD) that supports teacher internalization of new pedagogical strategies as well as changes in beliefs about how students learn. Because of this complexity, many PD programs struggle to foster lasting pedagogical shifts, necessitating further investigation into why some teachers successfully embrace reform practices while others do not. This qualitative study uses a nonlinear, iterative model of teacher learning (Interconnected Model of Professional Growth; Clarke & Hollingsworth, 2002) alongside professional noticing to help understand why elementary teachers in science PD differentially make sense of and internalize new pedagogies. Findings indicate that teachers most likely to adopt reform‐based instructional practices from the PD were those who clearly connected student learning to their instructional moves. In addition, teachers who more actively attended to student sensemaking and productive struggle took up pedagogies from the PD more substantively than did colleagues who attended solely to student engagement and affect. Finally, teachers who attended to and valued novel ideas from students’ lived experiences were more likely to change their beliefs about students’ capacity to learn science, and thus more likely to see the value of instructional practices from the PD. In sum, structuring PD to build on these specific teacher noticing skills can encourage more teachers to move away from traditional, teacher‐directed instructional practice, and more fully support reform‐based instructional practices.

Publisher

Wiley

Subject

History and Philosophy of Science,Education

Reference115 articles.

1. The nature of student thinking and its implications for the use of learning progressions to inform classroom instruction;Alonzo A.;Proceedings of International Conference of the Learning Sciences, ICLS,2014

2. Connecting Sociocultural Theory and Educational Practice: Galperin's Approach

3. The Diverse Faces of Teacher Leadership

4. A Systematic Review of Science Discourse in K–12 Urban Classrooms in the United States: Accounting for Individual, Collective, and Contextual Factors

5. Banilower E. Smith P. S. Malzahn K. Plumley C. Gordon E. &Hayes M.(2018).Report of the 2018 NSSME+.Horizon Research Inc.

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3