Creating Hybrid Communities Using Inquiry as Professional Development for College Science Faculty

Autor/inn/en	Ash, Doris; Brown, Candice; Kluger-Bell, Barry; Hunter, Lisa
Titel	Creating Hybrid Communities Using Inquiry as Professional Development for College Science Faculty
Quelle	In: Journal of College Science Teaching, 38 (2009) 6, S.68-76 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Professional Development; College Faculty; Scientists; Graduate Students; Inquiry; Active Learning; College Instruction; Science Instruction; Communities of Practice; Interviews; Scoring Rubrics; Astronomy; Optics; Change + Suchen Sie Ihr Suchwort? Fakultät; Scientist; Wissenschaftler; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Aktives Lernen; Hochschullehre; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Community; Interviewing; Interviewtechnik; Scoring formulas; Auswertungsbogen; Astronomie; Optik; Wandel
Abstract	The research reported here documents scientists' changing practices and attitudes concerning college teaching. Graduate students and postdoctoral scientists participated in long-term, inquiry-based teaching professional development while maintaining an ongoing commitment to research science. Data analysis focused on digital recording and transcription of semi-structured interviews of a representative sample of scientists, as well as ethnographic notes, collected over a period of five years. Interview data were analyzed using a newly developed rubric (Practice, Identity, Community Analysis Tool), which allowed the authors to represent qualitative data quantitatively, and, when combined with scientists' in-depth reflections both in the moment and over time, informed the development of a proposed trajectory of change. They posit that scientists co-constructed a hybrid community of practice within which participants moved easily between university research and inquiry science teaching practices. (Contains 2 figures and 2 tables.) (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10