Affective and Relational Dynamics in Science Professional Development

• In Event: Supporting Science in Teaching and Learning Contexts

Abstract

This paper focuses on interactions in a science professional development (PD) course in which teachers engaged in doing science. Whereas the course design aligned with research on effective PD practices, we found that these practices did not sufficiently account for the affective and relational dynamics that unfolded in the PD interactions. We explore how critical discourse analysis (CDA) can be used to analyze the affective and relational work happening in PD, through the lenses of power and positioning. Our analysis surfaces tensions between participants and facilitators, as well as among participants, which often related to their notions of disciplinary expertise. It also shows that attunement to affective and relational dynamics is essential for engendering productive learning opportunities within PD spaces.

Authors

• Carla Finkelstein, Towson University

• Lama Ziad Jaber, Florida State University

• Vesal Dini, Tufts University