An Investigation of How a Physics Professional Development Course Influenced the Teaching Practices of Five Elementary School Teachers

Autor/in	Harlow, Danielle B.
Titel	An Investigation of How a Physics Professional Development Course Influenced the Teaching Practices of Five Elementary School Teachers
Quelle	In: Journal of Science Teacher Education, 25 (2014) 1, S.119-139 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-013-9346-z
Schlagwörter	Physics; Science Instruction; Faculty Development; Program Effectiveness; Science Teachers; Elementary School Teachers; Teaching Methods; Teacher Attitudes; Transfer of Training; Science Curriculum + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Training; Transfer; Ausbildung
Abstract	This paper reports the results of an investigation of how a professional development content course based on the Physics and Everyday Thinking (PET) curriculum affected the teaching practices of five case study elementary school teachers. The findings of this study highlight different ways that teachers use what they learn in content courses to teach science to elementary children. While some teachers transferred pedagogical practices along with the content, others transformed the content to be useful in already existing pedagogical frameworks, and still others show little or no evidence of transfer. The range of transfer is explained by considering how each teacher interacted with the learning context (the PET curriculum) and their initial ideas about teaching science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10