Factors Influencing Teacher Appropriation of Professional Learning Focused on the Use of Technology in Science Classrooms

Autor/inn/en	Longhurst, Max L.; Jones, Suzanne H.; Campbell, Todd
Titel	Factors Influencing Teacher Appropriation of Professional Learning Focused on the Use of Technology in Science Classrooms
Quelle	In: Teacher Development, 21 (2017) 3, S.365-387 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2016.1273848
Schlagwörter	Professional Development; Social Theories; Communities of Practice; Technology Uses in Education; Science Teachers; Science Instruction; Grade 8; Inservice Teacher Education; Qualitative Research; Grounded Theory; Semi Structured Interviews; Information Technology; Observation + Suchen Sie Ihr Suchwort? Gesellschaftstheorie; Community; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 08; 8. Schuljahr; Schuljahr 08; Lehrerfortbildung; Qualitative Forschung; Informationstechnologie; Beobachtung
Abstract	Understanding factors that impact teacher implementation of learning from professional development is critical in order to maximize the educational and financial investment in teacher professional learning. This multi-case qualitative investigation elucidates factors that influence the appropriation of instructional tools associated with professional development focused on technology within science classrooms using activity theory as a theoretical framework. This framework has the capacity to account for multiple elements in professional learning. Implementation variability associated with professional development adoption drives this inquiry to search for better understandings of the appropriation of pedagogical practices. Purposeful sampling was used to identify four participants from a group of science teachers engaged in professional development designed to investigate how cyber-enabled technologies might enhance instruction and learning in eighth-grade science classrooms. The data from this investigation add to the literature of appropriation of instructional practices by connecting the conceptual and practical dispositions of teachers with an appropriation hierarchy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01