"Operation Magpie": Inspiring Teachers' Professional Learning through Environmental Science

Autor/inn/en	Zeegers, Yvonne; Paige, Kathryn; Lloyd, David; Roetman, Philip
Titel	"Operation Magpie": Inspiring Teachers' Professional Learning through Environmental Science
Quelle	In: Australian Journal of Environmental Education, 28 (2012) 1, S.27-41 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
DOI	10.1017/aee.2012.4
Schlagwörter	Radio; English Curriculum; Science Curriculum; Teacher Educators; Elementary School Teachers; Focus Groups; Science Activities; Elementary School Curriculum; Partnerships in Education; College School Cooperation; School Community Relationship; Community Involvement; Data Collection; Teacher Workshops; Inservice Teacher Education; Instructional Design; Lesson Plans; Units of Study; Educational Strategies; Environmental Education; Animals; Ornithology; Program Descriptions + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulpartnerschaft; Data capture; Datensammlung; Lehrerfortbildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Lesson planning; Unterrichtsplanung; Lerneinheit; Lehrstrategie; Umweltbildung; Umwelterziehung; Umweltpädagogik; Animal; Tier; Tiere; Ornithologie
Abstract	Operation Magpie was a citizen science project that involved the community in collecting data about magpies. This article describes one aspect of the project from an education perspective. The study began with a collaboration of teacher educators, environmental scientists and a local radio station. After an initial workshop with 75 teachers, three teacher educators met regularly with 13 primary teachers who each volunteered to plan and teach a unit of work on birds. Meeting regularly in focus groups, the teachers shared their pedagogical strategies that supported students to connect with their local environment. Findings include the importance of focused professional learning for teachers through ongoing, needs-based support during the planning and teaching of the unit, and the innovative ways that teachers approached the unit. One unexpected finding was that teachers tended to identify student learning in terms of the English curriculum rather than the science curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10