An Unexpected Journey: Sharing Collective Shifts toward NGSS

Autor/inn/en	Allen, Megan; Arnold, Erin D.; Carroll, Richard E.; Freze, Matthew B.; Parson, Daniel W.; Mattson, Shawna M.; Inouye, Martha C.
Titel	An Unexpected Journey: Sharing Collective Shifts toward NGSS
Quelle	In: Schools: Studies in Education, 18 (2021) 2, S.301-323 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1550-1175
DOI	10.1086/716627
Schlagwörter	Stellungnahme; Teacher Collaboration; Educational Change; Science Teachers; Faculty Development; Workshops; College School Cooperation; College Faculty; High School Teachers; Teaching Methods; Learning Strategies + Suchen Sie Ihr Suchwort? Lehrerkooperation; Bildungsreform; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lernwerkstatt; Schulung; Fakultät; High school; High schools; Oberschule; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	It is rare when a group of teachers gets to embark on a sustained, collaborative journey together to transform their teaching. It is even rarer that this group gets to reflect on this work and take a step back to appreciate the triumphs of their toils. In this article, six science educators share their reflections on how a journey of sustained professional development and continued collaboration has changed their teaching and their relationships and left them unable to return to their former ways. What began as three one-day workshops with science education professional development facilitators over a four-month period became a three-year journey of sustained support, in which a collaboration between university faculty and high school science teachers transformed how the teachers approached instruction and how the students engaged in learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01