Science Museum Educators' Professional Growth: Dynamics of Changes in Research-Practitioner Collaboration

Autor/inn/en	Piqueras, Jesús; Achiam, Marianne
Titel	Science Museum Educators' Professional Growth: Dynamics of Changes in Research-Practitioner Collaboration
Quelle	In: Science Education, 103 (2019) 2, S.389-417 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Piqueras, Jesús) ORCID (Achiam, Marianne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21495
Schlagwörter	Science Education; Museums; Faculty Development; Science Teachers; Learning Experience; Attitude Change; Knowledge Level; Teacher Attitudes; Researchers; Interpersonal Relationship; Cooperation; Scientific Concepts; Educational Practices; Exhibits; Guidelines; Learning Theories; Concept Formation + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Museum; Museumswesen; Museen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lernerfahrung; Attitudinal change; Einstellungsänderung; Wissensbasis; Lehrerverhalten; Researcher; Forscher; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Co-operation; Kooperation; Bildungspraxis; Richtlinien; Learning theory; Lerntheorie; Concept learning; Begriffsbildung
Abstract	Educators' work is a key element in museums' learning experience, yet knowledge about their professional development is still limited. In this study, we followed three science museum educators' professional growth during collaboration with researchers, with special focus on the introduction of research-based frameworks in their practice. To analyse the dynamics of educators' changes in knowledge, practices, and beliefs, we used the interconnected model of professional growth (Clarke & Hollingsworth, 2002. Teach Teacher Edu, 18, 947-967). During the collaboration, key educators' changes were evidenced in a progressive acquisition of the concepts and ideas and their transformation in functional tools for museum practice. However, the anticipation of potential benefits of the use of the theoretical frameworks, as well as the close collaboration in dialogue between researchers and educators, were pivotal for the development of these changes. Furthermore, our results show the significance of the contextualization of the frameworks in familiar practices, exhibits, and specific science content to use the theory in new contexts. Overall, our results suggest that introducing research-based frameworks in the work of museum educators was a successful approach in the collaboration but, at least to some extent, challenge the use of learning theories as solely ground for professional development in informal settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01