An Elementary Teacher's Professional Growth From Novice to Expert in Teaching Science for Sustainability

• In Event: 16.036 - Elementary Teacher Science Professional Development

Abstract

This study examined how one elementary science teacher described the development of her science teaching and the professional development/resources that promoted her growth in teaching for sustainability. The findings indicated that the teacher’s personal themes guiding her instruction changed throughout her career from teacher-directed instruction to student-centered learning through real-world research. The evidence showed that she sought support from experts/organizations to engage students in in-depth sustainability projects. Six factors influenced her science teaching development: self-evaluation, self-motivation, personal investment, self-efficacy, meaningful mission, and administrative trust in decision-making. The results suggested: (a) the active role a teacher can take in developing her expertise and (b) the support districts can offer for teacher growth through tiered professional development targeted to teachers’ learning needs.

Author

• Elaine Silva Mangiante, Salve Regina University