Teachers as Scientists: Examining the Influence of a Long-Term Professional Development Model

• In Event: 46.040 - Future Directions for Professional Development

Abstract

This paper describes findings from a mixed-method study of a three-year professional development model where teachers worked with global climate change (GCC) researchers at field sites, participated in university-based workshops, and collaborated to develop instructional units. The model was designed to increase teachers’ understanding of climate change, strengthen their understanding of science processes, and assist them in teaching their students about this critical global issue. Data analysis shows that purposefully engaging teachers in three communities of practice --research science, teacher development, and secondary science education-- effectively strengthened their content and pedagogical knowledge. Additionally, participants exhibited the development of leadership skills as they disseminated their new learning through informal and formal channels.

Authors

• Julie S. Kalnin, University of Portland

• Patricia D. Morrell, University of Portland

• Kari O'Connell, Oregon Natural Resource Education Program