Challenging Beliefs, Practices, and Content: How Museum Educators Change

Autor/inn/en	Allen, Lauren B.; Crowley, Kevin J.
Titel	Challenging Beliefs, Practices, and Content: How Museum Educators Change
Quelle	In: Science Education, 98 (2014) 1, S.84-105 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21093
Schlagwörter	Museums; Science Teachers; Faculty Development; Field Trips; Climate; Environmental Education; Learner Controlled Instruction; Inquiry; Controversial Issues (Course Content); Case Studies; Guides; Informal Education; Volunteer Training; Middle School Students; Teacher Attitudes; Reflection + Suchen Sie Ihr Suchwort? Museum; Museumswesen; Museen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Exkursion; Klima; Umweltbildung; Umwelterziehung; Umweltpädagogik; Controversial issues; Kontroverse; Case study; Fallstudie; Case Study; Handbuch; Leitfaden; Informelle Bildung; Nichtformale Bildung; Freiwilliges Betriebspraktikum; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lehrerverhalten
Abstract	Educators in informal settings can be a key part of the learning experience, yet they are often poorly supported as professionals. This study followed the professional development of museum educators who participated in iterative implementation of a new school trip program focused on climate change. The learner-centered pedagogy, inquiry format, and controversial content of this program all presented challenges to the educators' existing models of learning and teaching in the museum. We offer four case studies that explore how part-time museum docents engaged in reflective practice through iterative implementation and how their approaches to learning and teaching in the museum changed, or failed to change. Findings have implications for addressing the challenge of effective professional development for informal educators, particularly in content areas that may be scientifically challenging or socially controversial. (As Provided).
Anmerkungen	Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10