No Teacher Is an Island: Bridging the Gap between Teachers' Professional Practice and Research Findings

Autor/inn/en	Herrington, Deborah; Daubenmire, Patrick L.
Titel	No Teacher Is an Island: Bridging the Gap between Teachers' Professional Practice and Research Findings
Quelle	In: Journal of Chemical Education, 93 (2016) 8, S.1371-1376 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.5b00700
Schlagwörter	Chemistry; Science Instruction; Secondary School Science; Science Teachers; Secondary School Teachers; Introductory Courses; Science Education; Teacher Attitudes; Teacher Collaboration; Science Curriculum; Research and Development; Theory Practice Relationship; Educational Change; Teaching Methods; Pedagogical Content Knowledge; Teacher Effectiveness; Partnerships in Education; Standards; Faculty Development + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Einführungskurs; Naturwissenschaftliche Bildung; Lehrerverhalten; Lehrerkooperation; Forschung und Entwicklung; Theorie-Praxis-Beziehung; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Hochschulpartnerschaft; Standard
Abstract	Despite decades of research regarding best practices for the teaching and learning of chemistry, as well as two sets of national reform documents for science education, classroom instruction in high school chemistry classrooms remains largely unchanged. One key reason for this continued gap between research and practice is a reliance on traditional, prescriptive professional development (PD) in place of PD that focuses on changing teachers' ideas and beliefs. The former view treats teachers as technicians, workers who are supposed to follow a manual to produce student results. The latter view holds that teachers are professionals and develop good practice over time through professional reflection and interaction with other professionals. Bridging research to practice requires moving away from the standard short-term dissemination model of PD and toward a more coherent, long-term PD model in which teachers collaborate with educational researchers to transform instruction. The recent release of the "Next Generation Science Standards" encourages rethinking how we approach teacher PD to support transformation of science education. This paper outlines some key considerations for developing productive teacher collaborations and provides examples of teacher PD programs that have successfully brought chemistry education research faculty and high school chemistry teachers together to build knowledge and transform teaching. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01