Fostering a Community of Practice through a Professional Development Program to Improve Elementary Teachers' Views of Nature of Science and Teaching Practice

Autor/inn/en	Akerson, Valarie L.; Cullen, Theresa A.; Hanson, Deborah L.
Titel	Fostering a Community of Practice through a Professional Development Program to Improve Elementary Teachers' Views of Nature of Science and Teaching Practice
Quelle	In: Journal of Research in Science Teaching, 46 (2009) 10, S.1090-1113 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
Schlagwörter	Scientific Principles; Workshops; Faculty Development; Teaching Methods; Teacher Collaboration; Teacher Attitudes; Elementary School Teachers; Science Instruction; Elementary School Science; Teacher Competencies; Program Effectiveness; Summer Programs; Scientific Concepts + Suchen Sie Ihr Suchwort? Lernwerkstatt; Schulung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerkooperation; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrkunst; Sommerkurs
Abstract	This study explored the development of a community of learners through a professional development program to improve teachers' views of nature of science (NOS) and teaching practice. The "Views of Nature of Science" questionnaire and interviews were used to assess teachers' conceptions of NOS three times over the course of the study. Notes and videotapes taken during workshops and classroom observations were used to track influence of the community of learners on classroom practice. The community of practice (CoP) was fostered through an intensive summer workshop, monthly school site workshops, and classroom support to aid teachers in incorporating new techniques and reflecting upon their learning and practice. We found that teachers became aware of their changes in views about NOS once they struggled with the concepts in their own teaching and discussed their struggles within the professional development community. The CoP on its own was not sufficient to change teacher's practice or knowledge, but it created a well-supported environment that facilitated teacher change when paired with NOS modeling and explicit reflection. Cases of three teachers are used to illustrate changes in views and teaching practice common to the teachers in this study. (Contains 6 tables and 1 figure.) (As Provided).
Anmerkungen	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10