Literaturnachweis - Detailanzeige
| Autor/inn/en | Kelly, Lisa-Anne DeGregoria; Kassing, Sharon |
|---|---|
| Titel | Complementary Expertise in a Zoo Educator Professional Development Event Contributes to the Construction of Understandings of Affective Transformation |
| Quelle | In: Cultural Studies of Science Education, 8 (2013) 3, S.571-586 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1871-1502 |
| DOI | 10.1007/s11422-013-9496-5 |
| Schlagwörter | Professional Development; Recreational Facilities; Nonschool Educational Programs; Science Teachers; Expertise; Theories; Informal Education; Psychological Patterns; Science Education |
| Abstract | Cultural Historical Activity Theory served as the analytical framework for the study of a professional development event for a zoo's education department, specifically designed to build understandings of "Affective Transformation," an element pertinent to the organization's strategic plan. Three key products--an Affective Transformation model, scaffolding schematic, and definition, "providing emotional experiences for visitors which increase caring for animals and nature that may lead to zoo-related nature-protective behaviors"--emerged as a result of ongoing deliberation among professional development community members over two days. Participants, including both management- and non-management-level staff, as well as an expert facilitator, contributed complementary expertise to the process. The discussions, therefore, crossed both vertical and horizontal layers of authority. Moreover, leadership was distributed across these levels in the development of these products. Members used pre-existing resources, as well as tools created in the course of the professional development event. Interactions among participants and resources were instrumental in Affective Transformation product development. Examination of one zoo's construction of understanding of affective goals, therefore, may offer insights to other organizations with similar aspirations. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
