Conflict of Allegiance: Professional Development Challenges in Transforming Science Teachers' Identities and Practices

Autor/in	Lewis, Elizabeth
Titel	Conflict of Allegiance: Professional Development Challenges in Transforming Science Teachers' Identities and Practices
Quelle	In: Journal of Biological Education, 57 (2023) 4, S.892-915 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lewis, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2021.2006267
Schlagwörter	Case Studies; Biology; Science Teachers; Professional Identity; Educational Change; Teaching Methods; Educational Philosophy; Faculty Development; Urban Schools; High School Teachers; Classroom Communication; Science Instruction; Progressive Education; Accountability; Direct Instruction; Inquiry; Active Learning; Hispanic American Students; Student Characteristics; Institutional Characteristics + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Biologie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Oberschule; Klassengespräch; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Reformpädagogik; Progressive Erziehung; Verantwortung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Aktives Lernen; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin
Abstract	Case studies of two biology teachers, Cathy and David, from the same minority-majority, urban U.S. high school, provide insights into their instructional practices while they engaged in long-term professional development (PD). Findings suggest why science teachers engaged with PD may, or may not, adopt more adaptive pedagogical approaches in the service of reform-based teaching. Gee's institution- and affinity-identity constructs were used as analytic lenses regarding teachers' perceptions of teaching, learning, and agency in the dual contexts of their school's institutional environment and PD community. Over time, Cathy adopted more inquiry-based instructional practices she learned through PD seminars in building a scientific classroom discourse community with her majority Latinx students. Her professional identity and teaching became more aligned with the more progressive teaching philosophy and instructional practices promoted by the PD affinity group. While David understood and enjoyed the PD, ultimately, he minimally adopted new strategies, adhering mainly to his pre-PD mode of direct instruction, staying within the strict culture of accountability of his school's administrative priorities to raise state test scores. These cases demonstrate why some teachers of diverse students are adaptive adopters of reform-based instruction through new affinity group membership, while others demonstrate greater allegiance to their institution-aligned identities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01