Exploring the Tensions Science Teachers Navigate as They Enact Their Visions for Science Teaching: What Their Feedback Can Tell Us

Autor/inn/en	Limbere, Alfred M.; Munakata, Mika; Klein, Emily J.; Taylor, Monica
Titel	Exploring the Tensions Science Teachers Navigate as They Enact Their Visions for Science Teaching: What Their Feedback Can Tell Us
Quelle	In: International Journal of Science Education, 44 (2022) 12, S.1897-1915 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Limbere, Alfred M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2105413
Schlagwörter	Science Teachers; Science Instruction; Teacher Attitudes; Feedback (Response); Faculty Development; Democratic Values; Elementary School Teachers; Middle School Teachers; High School Teachers; Teacher Role; Personal Autonomy + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerverhalten; Elementary school; Grundschule; Volksschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Lehrerrolle; Individuelle Autonomie
Abstract	This paper reports on inservice science teachers' collaborative feedback to each other on videos of their classroom teaching during debrief sessions. We aimed to understand how the teachers' feedback reflected their vision for science education and how they collaboratively identified and discussed the misalignments between their vision and actual classroom practices. Ten videos of debrief sessions involving 17 K-12 science teachers participating in a teacher leadership professional development program were analysed. The feedback captured the teachers' reflections as they collaboratively identified issues that were important to them and attempted to resolve them together. Our initial analysis of the data led us to frame our study within the literature on critical reflection, democratic practices, and student agency in science education. The teachers had a deep awareness of the need for democratic practices and shared power in their classrooms. Their feedback, however, revealed the tensions that arose as they discussed enactments of each of these tenets in the classroom. This study contributes to the literature on feedback given among inservice science teachers and proposes a professional development model that supports teachers' professional learning in a social and democratic setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01