An Analysis of the Professional Learning of Science Teachers Using the Metaphor of Learning by Expanding

Autor/inn/en	Goodnough, Karen; Murphy, Elizabeth
Titel	An Analysis of the Professional Learning of Science Teachers Using the Metaphor of Learning by Expanding
Quelle	In: Issues in Educational Research, 27 (2017) 1, S.64-81 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Science Teachers; Experiential Learning; Science Instruction; Action Research; Foreign Countries; STEM Education; College School Cooperation; Partnerships in Education; Professional Development; Learning Activities; Communities of Practice; Interprofessional Relationship; Theories; Cultural Context; Time Perspective; Grade 4; Elementary School Teachers; Elementary School Science; Canada + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Experiental learning; Erfahrungsorientiertes Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Projektforschung; Ausland; STEM; Hochschulpartnerschaft; Lernaktivität; Community; Theory; Theorie; Zeitbezug; School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Grundschule; Volksschule; Kanada
Abstract	This study reports on the professional learning of two teachers of science who were learning to engage their grade four students in meaningful, hands-on learning. Teachers' learning took place in the context of a 10-month university-based action research program designed to help improve the practice of science, technology, engineering and mathematics (STEM) Kindergarten to grade 9 teachers. Post-project analysis relied on Cultural Historical Activity Theory and its principle of expansive learning. Findings revealed that expansion of teachers' community served as a catalyst in their adoption of new tools. These included action research tools, pedagogical tools and information and technology tools. To capitalise on the affordances of the tools, the norms and division of labour needed to expand. Norms of practice shifted to an iterative process of design, implementation and observation and redesign of students' learning. Teachers expanded the division of labour from a position of vertical, teacher-centred direction and instruction to one in which they became facilitators of learning. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01