Using Sociotransformative Constructivism (sTc) in the High School Classroom: A Longitudinal Teacher Professional Development Research Project

• In Event: Poster Session 20
  In Poster Session: Exploring Science Education

Abstract

This 3-year project investigated the challenges novice teachers encountered as they implemented a sociotransformative approach to teaching and learning in diverse secondary school settings. The project also documented the novice teachers’ successes by using hybrid methodologies. Quantitative data on students’ knowledge growth were gathered using semi-structured pre and post unit concept maps. Qualitative data were gathered by following an ethnographic approach (multiple interviews, classroom visits, and field notes). Significant and positive results were found and recommendations are provided to strengthen the connection between teacher preparation programs and everyday school practice.

Author

• Alberto J. Rodriguez, Purdue University