Teacher Sensemaking Orientation With Regard to Implementation Fidelity

• In Event: Poster Session 12
  In Poster Session: Division K Section 8 Poster Session 1

Abstract

The aim of this qualitative case study is to explore how teachers’ sense making influences their implementation fidelity in science classrooms. The four teacher participants in this study (refer as a cohort) have attended the professional development (PD) program called Making Sense of SCIENCE: Planet Earth course in summer of 2016 and implement it the following semester. Survey, PD observation, classroom observations, interviews and self-reports were collected for cohort analysis. This study found that after the PD program, teacher sense making are progressing concurrently as they implement the reform minded PD program. This research identified four orientations of sense that teacher makes of PD program as regard to their implementation. They are passive distributive, critical evaluative, creative emergent, and transformative.

Authors

• Wan Sin Lim, The University of Texas - Austin

• Anthony Petrosino, The University of Texas at Austin