Reframing Organizational Contexts from Barriers to Levers for Teacher Learning in Science Education Reform

Autor/inn/en	Allen, Carrie D.; Heredia, Sara C.
Titel	Reframing Organizational Contexts from Barriers to Levers for Teacher Learning in Science Education Reform
Quelle	In: Journal of Science Teacher Education, 32 (2021) 2, S.148-166 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Allen, Carrie D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2020.1794292
Schlagwörter	Barriers; Science Education; Educational Change; Organizational Climate; Decision Making; Teacher Role; Standards; Kindergarten; Elementary Secondary Education; Learning Processes; Correlation; Organizational Theories; Faculty Development; Science Teachers; Teacher Attitudes; Curriculum Implementation; Teaching Methods; Ambiguity (Context) + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Bildungsreform; Organisationsklima; Decision-making; Entscheidungsfindung; Lehrerrolle; Standard; Learning process; Lernprozess; Korrelation; Organisationstheorie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A growing body of work regarding teacher learning and implementation of reform has pointed to the significant role organizational contexts play in shaping teachers' engagement with reform and their implementation decisions. Within science education, the adoption of the Next Generation Science Standards (NGSS) and standards reflective of the "Framework for K-12 Science Education" by states in the US and Canada resurfaces a need to attend to teachers' contexts in designing for the integration of these standards. To date, however, instructional contexts are generally cast as barriers to implementation and there is a scarcity of conceptual tools being utilized that support mature understandings of teachers' learning and decision-making in context. In this paper, we review prior literature on the relationship between teachers' organizational contexts and their learning and implementation of reform in science and other disciplines. We then present a conceptual framework rooted in organizational theory that can support nuanced understandings of teacher learning and implementation and guide the development of teacher-learning contexts. We argue that using a lens of organizational sense-making complicates the teacher-context relationship for learning and implementation of reform and recasts teachers' contexts and local expertise as important levers for learning. We conclude with a set of practices to guide the design of professional learning contexts that reflects this framing and that may enable deeper engagement and learning of science teachers in the context of reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01