Literaturnachweis - Detailanzeige
| Autor/inn/en | Kohnen, Angela M.; Whitacre, Michelle P. |
|---|---|
| Titel | What Makes Professional Development Coherent? Uncovering Teacher Perspectives on a Science Literacy Project |
| Quelle | In: Action in Teacher Education, 39 (2017) 4, S.414-431 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Kohnen, Angela M.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6620 |
| DOI | 10.1080/01626620.2017.1336130 |
| Schlagwörter | Faculty Development; Scientific Literacy; Teacher Collaboration; Phenomenology; Interviews; Teacher Attitudes; Teaching Methods; Educational Practices; Qualitative Research; Science Education; Journalism; Program Descriptions |
| Abstract | In this study, the authors sought to uncover the characteristics of professional development (PD) that were identified by teacher-participants as being important to their implementation of project ideas. Using phenomenological interviewing, the authors talked with nine teacher-participants about changes to their teaching practices after they participated in a university-based PD program focused on science literacy. Findings indicate that teachers benefited from immersion in authentic practices with an expert facilitator, a clear definition of "science literacy" that challenged teachers' previous understandings, and ongoing contact with a community of like-minded educators for collaboration and recognition. Findings confirm previous research and expand our understanding of the concept of "coherence" in professional development. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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