Professional Growth of Physics Teacher-Leaders in a Professional Learning Communities Program: The Context of Inquiry-Based Laboratories

Autor/inn/en	Levy, Smadar; Bagno, Esther; Berger, Hana; Eylon, Bat-Sheva
Titel	Professional Growth of Physics Teacher-Leaders in a Professional Learning Communities Program: The Context of Inquiry-Based Laboratories
Quelle	In: International Journal of Science and Mathematics Education, 20 (2022) 8, S.1813-1839 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Levy, Smadar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-021-10217-7
Schlagwörter	Physics; Science Teachers; Science Instruction; Faculty Development; Teacher Motivation; Teaching Methods; Teacher Attitudes; Teacher Leadership; Communities of Practice; Team Teaching; High School Teachers; Science Laboratories; Case Studies + Suchen Sie Ihr Suchwort? Physik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Lehrerfunktionsstelle; Community; Teamteaching; High school; High schools; Oberschule; Case study; Fallstudie; Case Study
Abstract	This study presents 3 case studies that examine the processes involved in the professional growth of physics teacher-leaders (TLs) in a national network of professional learning communities (PLCs). This program has been operating since 2012, using a "Fan Model" where the TLs participate in a PLC (TL-PLC) led by a team from the Weizmann Institute of Science, while they simultaneously teach in high school and lead nationwide regional PLCs of physics teachers. The context of the study was inquiry-based laboratories, which are aimed at integrating aspects of authentic research into the high-school physics laboratory. The Interconnected Model of Professional Growth (Clarke and Hollingsworth, Teaching and Teacher Education, 18:947-967, 2002) was extended, adjusted to physics TLs, and used to study the processes involved in the growth of the 3 case studies within different aspects of their practice. Changes in their knowledge, attitudes, and practice, as well as the factors that motivated, contributed to, or inhibited their professional growth, were studied over the course of 3 years. Individual growth pathways were found in each case, as well as similar patterns for all 3. The TL-PLC served as an interactive and supportive learning environment, and the mechanisms of "Enactment" and "Reflection" promoted changes in the TLs' knowledge, attitudes, and practice. Addressing challenges such as students' difficulties as well as PLC teachers' motivation and attitudes enhanced the TLs' growth as teachers and as PLC leaders. The findings suggest that PLC programs can serve as an effective framework for the professional growth of TLs, as well as for promoting reform initiatives in science education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01