Professional Development Stories as Case Studies: Charting the Journey Mastering Inquiry Using Developmental Genres

• In Event: Understanding, Supporting, and Improving STEM Teachers' Work

Abstract

Among the changing expectations for teacher preparation is to simultaneously learn then teach new disciplinary standards and skills necessary to thrive in 21st century skills which includes inquiry and STEM literacy. In this study we describe the professional development stories of teachers, and conceptualize four possible developmental genres that center teachers’ strengths given their ever evolving needs in the unique dynamics of the classroom (and inquiry-based) teaching. A phenomenology research method was utilized along with a case study approach collecting qualitative data via semi-structured interviews. Findings produced a typology of four developmental genres characterizing teachers’ professional development stories. Implications suggest the created typology can be utilized to empower teachers and facilitators in focusing on teachers’ unique strengths during adult learning.

Authors

• Tiana Woolard, Morgan State University

• Deena Khalil, National Science Foundation