Using Teacher Voices to Develop the ASELL Schools Professional Development Workshops

Autor/inn/en	Cornish, Scott; Yeung, Alexandra; Kable, Scott H.; Orgill, MaryKay; Sharma, Manjula D.
Titel	Using Teacher Voices to Develop the ASELL Schools Professional Development Workshops
Quelle	In: Teaching Science, 65 (2019) 1, S.4-12 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-6313
Schlagwörter	Secondary Education; Workshops; Secondary School Teachers; Faculty Development; Secondary School Students; Foreign Countries; Teaching Methods; Science Instruction; Science Laboratories; Teacher Competencies; Student Participation; Teacher Attitudes; Program Effectiveness; Australia + Suchen Sie Ihr Suchwort? Sekundarbereich; Lernwerkstatt; Schulung; Sekundarschüler; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrkunst; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerverhalten; Australien
Abstract	This article describes how the Advancing Science and Engineering through Laboratory Learning (ASELL) Schools program was developed. ASELL School's directive is to facilitate the embedding of inquiry-based learning in secondary school classrooms through workshop-based teacher professional development (PD). The approach of ASELL Schools is to balance the lessons learned in education research with teacher voices and curriculum requirements in the design and implementation of teacher professional development. This has resulted in a unique workshop experience, where students and teachers work together on open-inquiry investigations. Afterward, teachers and students are separated for pedagogical sessions, and teachers are given time to discuss and share ideas. The discussion is focussed around the key ASELL Schools pedagogical tool, called the 'Inquiry Slider'. We outline an iterative process based on listening to teacher voices, which was used to develop the workshops. We also demonstrate that the Inquiry Slider is an effective pedagogical tool allowing teachers to focus and expand their efforts to bring more inquiry-based learning into their classrooms. (As Provided).
Anmerkungen	Australian Science Teachers Association. P.O. Box 334, Deakin West, ACT 2600, Australia. Tel: +61-02-6282-9377; Fax: +61-02-6282-9477; e-mail: publications@asta.edu.au; Web site: http://www.asta.edu.au/resources/teachingscience
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01