Reciprocal Learning in Science Professional Development: Understanding Faculty Instructional Change

• In Event: AERA Poster Session 11
  In Poster Session: Science Teaching and Learning: Preservice and In-Service Science Teacher Learning

Abstract

Research indicates that K-12 teachers who participate in science professional development (PD) led by institute of higher education (IHE) faculty gain content knowledge and improved teaching strategies (Moreno, et al., 2004; Zhang, et al., 2011). Yet, few studies consider the impact of these programs on instructional practices of science faculty. This qualitative study examines the processes by which IHE science faculty reshape their pedagogical practices through participating in science education PD for K-12 teachers, and how social interactions and structural contexts influence their choices. The authors advance a theoretical framework to better understand the iterative process and multiple factors that influence shifts in instructional practice and how these partnerships can help shape transformations in teaching practices of science faculty members.

Authors

• Kathryn N. Hayes, California State University - East Bay

• Caron Inouye, California State University - East Bay

• Christine Lee Bae, Virginia Commonwealth University

• Brit Toven-Lindsey, California State University - East Bay