Countering Post-Truth Perceptions: Micro-Credentialing Urban Math and Science Teachers' Action Research to Improve Student Learning

• In Event: 43.027 - Math Teachers' Learning in Action

Abstract

The CCSSM and NGSS standards recast demands on teachers’ content knowledge, pedagogical content knowledge, and knowledge for teaching. This situation is problematic for science and mathematics teachers in high-poverty urban school districts with limited professional development. This qualitative research project examines how action research and micro-credentialing the knowledge domains of teaching documents development of teachers’ professional practice. Data analyzed from teachers’ action research projects, videotaped observations of their teaching, and an open-ended survey yielded three findings. The first spotlights how teachers build a personalized path into the multi-faceted knowledge domains of teaching. The second highlights the importance of teachers’ voice in defining their learning path. The third finding acknowledges the importance of micro-credentialed action research in developing teachers’ professional practice.

Authors

• Barbara L. Bales, University of Wisconsin

• Anja Blecking, University of Wisconsin - Milwaukee

• Mike Steele, University of Wisconsin - Milwaukee

• Craig Berg, University of Wisconsin - Milwaukee