Phenomenon-Based Professional Development: Shifting Perspectives between Teacher and Learner to Build Understanding of Complex Science Instruction

Autor/inn/en	Gunshenan, Clare; Inouye, Martha; Houseal, Ana; Jacobs, Tracy
Titel	Phenomenon-Based Professional Development: Shifting Perspectives between Teacher and Learner to Build Understanding of Complex Science Instruction
Quelle	In: Science and Children, 58 (2021) 4, S.74-80 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Faculty Development; Science Instruction; Workshops; Teaching Methods; Engineering; Program Effectiveness; Teacher Attitudes; Learning; Models; Elementary School Teachers; Relevance (Education); Prior Learning; Experience + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lernwerkstatt; Schulung; Teaching method; Lehrmethode; Unterrichtsmethode; Maschinenbau; Lehrerverhalten; Lernen; Analogiemodell; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Relevance; Relevanz; Vorkenntnisse; Erfahrung
Abstract	In this article, the authors share how model lessons spaced throughout the year, connected by a single anchoring phenomenon, provided opportunities for teachers to build schema for complex science learning as they shifted between "learner hats" and "teacher hats." Descriptions of the authors' workshop sessions include instructional intentions, instructional strategies, overviews of what teachers did and learned, and their professional development (PD) workshop design considerations. (ERIC).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01