Negotiating Coherent Science Teacher Professional Learning Experiences across a University and Partner School Settings

Autor/inn/en	Campbell, Todd; McKenna, Thomas J.; Fazio, Xavier; Hetherington-Coy, Amy; Pierce, Patrick
Titel	Negotiating Coherent Science Teacher Professional Learning Experiences across a University and Partner School Settings
Quelle	In: Journal of Science Teacher Education, 30 (2019) 2, S.179-199 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McKenna, Thomas J.) ORCID (Pierce, Patrick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2018.1547033
Schlagwörter	Science Teachers; Partnerships in Education; Teacher Educators; Mentors; Science Instruction; Teacher Education Programs; Research and Development; Theory Practice Relationship; College School Cooperation; Faculty Development; Preservice Teachers; Preservice Teacher Education; Connecticut + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Hochschulpartnerschaft; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Forschung und Entwicklung; Theorie-Praxis-Beziehung; Lehramtsstudiengang
Abstract	This research investigates the assumptions underlying the work of a research-practice partnership (RPP) made up of university science teacher educators and mentoring science teachers. With increased attention to what have been described as significant shifts proposed in science teaching and learning connected to recent standards documents in the United States, increased attention and possibilities exist for collaborative work with in-service mentoring teachers to not only focus on professional learning connected to these standards documents but to do so in ways that can increase the coherence between science teacher education programs and the local schools that preservice science teachers find themselves navigating as they learn to teach. Drawing on the design-based research paradigm connected to conjecture mapping, this current research articulated and tested, using qualitative methods, the design conjectures underlying mentor teachers' experience within professional learning as part of the RPP. In the end, design conjectures that supported teachers to take on "learner hat" experiences in early stages of the RPP followed by engagement in curriculum codesign and implementation supported mentor teachers in beginning to reconceptualize visions of their teaching and learning while also appropriating and tuning high-leverage tools to support a focus on student ideas in science classrooms. Finally, issues related to the complexity of teacher education programs were identified for needed increased attention into the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01