Conceptualizing the Teacher in Teacher Learning: Science Teachers' Professional Growth Orientations and Collaborative Engagement

• In Event: 63.084 - Roundtable Session 22
  In Roundtable Session: 63.084-5 - Science Education Pedagogies 1

Abstract

This study addresses current dilemmas surrounding features of effective teacher professional development (PD). Using case study data from the multi-year, multi-site Pathways to Environmental Literacy Project for science teachers, this research investigates the complex interconnections among teachers’ professional backgrounds and purposes for developing professionally, teaching contexts, engagement and participation in PD, and PD outcomes. Operationalizing PD outcomes as the application of core principles to classroom practice, we identified three types of teacher implementation: Integrated incorporated principles across the curriculum, Focused attended closely to one interest area, and Consistent involved authentic instruction of the curriculum as designed. Findings suggest that Integrated teachers were more likely to come to PD with a general desire for professional growth and engage collaboratively with colleagues.

Authors

• Carol R. Rinke, Marist College

• Tobias Irish, Willamette University

• Alan Berkowitz, Cary Institute of Ecosystem Studies