A Novel Approach to Professional Development in Middle School Science: Instructional Coaching by University Professors to Improve the Instructional Core

Autor/inn/en	Mchenry, Nadine; Borger, Laurie; Liable-Sands, Louise
Titel	A Novel Approach to Professional Development in Middle School Science: Instructional Coaching by University Professors to Improve the Instructional Core
Quelle	In: Journal of Curriculum and Teaching, 6 (2017) 2, S.59-74 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-2677
Schlagwörter	Faculty Development; Middle School Teachers; Secondary School Science; Science Teachers; Science Instruction; Inquiry; Administrator Role; Teaching Methods; Coaching (Performance); College Faculty; College School Cooperation; Case Studies; Grounded Theory; Teacher Attitudes; Models; Program Effectiveness; Curriculum Development; Classroom Observation Techniques + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Case study; Fallstudie; Case Study; Lehrerverhalten; Analogiemodell; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	The current study was constructed based on the recommendations of a previous study (McHenry & Borger, 2013). Though inquiry-based teaching has long been touted as an effective pedagogy, its application by middle school science teachers has been problematic. Using tools developed from the previous study in conjunction with professional development grounded in instructional coaching, the program attempted to support middle school teachers in making informed instructional decisions that enhance classroom practices to support students in reaching full science proficiency. Over the two and one-half year span of the program, researchers found that middle school teachers were able to embrace major facets of the 5E model of inquiry. While their view of the nature of science expanded slightly, they still struggle with ideas related to argumentation and theory building. The impediments that influenced the success and continuation of the program were three-fold. There was a lack of administrative partnership due to a change in upper-level district leadership. The decision to adopt new curricular materials was counter to the goals of the inquiry-based teaching model and was adopted without discussion with the university coaches. There was inadequate time allotted to the program in the last year. Though administrative difficulties led to the discontinuation of the program, the enthusiasm exhibited by the middle level teachers speaks to the need for an instructional coaching partnership that provides this type of sustained, reform-based, transformational professional development that enhances the instructional core. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01