"I Found a Science Family!" Elementary Teachers: Structures and Agency in Vertical Science Professional Learning Community, Moving beyond Silos

Autor/in	Peltier, Leana A.
Titel	"I Found a Science Family!" Elementary Teachers: Structures and Agency in Vertical Science Professional Learning Community, Moving beyond Silos
Quelle	(2023), (183 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Columbia University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-1569-0
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; Science Teachers; Science Instruction; Instructional Improvement; Inservice Teacher Education; Science Education; Professional Continuing Education; Communities of Practice; Lesson Plans; Affordances; Faculty Development; Program Design; Program Implementation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtsqualität; Lehrerfortbildung; Naturwissenschaftliche Bildung; Berufsfeldbezogener Unterricht; Weiterbildung; Community; Lesson planning; Unterrichtsplanung; Programme design; Programmaufbau; Programmplanung
Abstract	It is critical to provide inservice elementary teachers the opportunity to advance their science instruction, which in turn can positively impact not only their practice but also their perceptions towards science teaching and learning. Too often, science-specific professional development (PD) programs are scarcely provided as a result of an emphasis on English Language Arts (ELA) and mathematics. Other hurdles include elementary teachers themselves having poor or little positive science experiences that lead to hesitancy or avoidance of science teaching. One way to dismantle these obstacles is for elementary teachers to engage in science learning and teaching. It has been noted that teachers can make positive changes to their practice by participating in ongoing professional development. This study uses a multiple case study approach to understand how three elementary teachers experience a science professional learning community (PLC) composed of middle school and high school science teachers and the affordances this structure provides them. Recognizing that learning is a fundamentally social phenomenon, this study utilizes situated learning and legitimate peripheral participation, communities of practice, and structure-agency dialectic as theoretical frameworks. Data from teacher reflections, audio recordings, lesson observations, researcher field notes, lesson plans, and semi-structured interviews were used to highlight the affordances of the structures of the PLC. Findings from this study suggest the vertical PLC space can greatly influence elementary teachers' professional growth and agency development. Likewise, because of their equitable contributions in this space, the elementary teachers contributed to the secondary teachers' professional growth. This study has implications for the design and designing and implementing professional development for inservice elementary teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01