How K-12 Teachers of Science Experience a Vertically Articulated Professional Learning Community

Autor/inn/en	Gunning, Amanda M.; Marrero, Meghan E.; Hillman, Peter C.; Brandon, Latanya T.
Titel	How K-12 Teachers of Science Experience a Vertically Articulated Professional Learning Community
Quelle	In: Journal of Science Teacher Education, 31 (2020) 6, S.705-718 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gunning, Amanda M.) ORCID (Marrero, Meghan E.) ORCID (Hillman, Peter C.) ORCID (Brandon, Latanya T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2020.1758419
Schlagwörter	Case Studies; Faculty Development; Fellowships; Science Teachers; Science Education; Communities of Practice; Elementary School Teachers; Middle School Teachers; High School Teachers; Kindergarten; Elementary Secondary Education; Teacher Attitudes; Articulation (Education); Standards; Teaching Methods + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Fellowship; Stipendium; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Community; Elementary school; Grundschule; Volksschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Lehrerverhalten; Articulation; Artikulation (Ling); Artikulation; Aussprache; Standard; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This qualitative case study of 20 teachers enrolled in a two-year fellowship, examines the professional development of science teachers during participation in a professional learning community. Our professional development model specifically employs vertical teaming of teachers from elementary, middle, and high school levels to examine the progression of science content in K-12 classrooms. We describe science teachers' perspective on how vertically aligned groups supported their professional development. Through qualitative analysis of five data sources, we found that the fellows showed increased appreciation for vertical articulation of science content in grades K-12 and attributed their professional growth to the experience of working with teachers at diverse grade levels. These findings have implications for professional development as it relates to NGSS. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01