Transforming Science Teacher Practice Through an Intentional Summer Research Opportunity: A Case Study of Two Urban Science Educators

• In Event: Teaching and Learning in Math and Science Teacher Education

Abstract

Intentional professional development can encourage transformation of teacher practice (Chinn, 2012; Braaten & Sheth, 2017). The efficacy of science teacher professional development programs has become a growing issue of concern in science education research. This study explores the impact of a bioengineering summer research experience program (SREP) on the pedagogical and instructional transformations of two urban science teachers: Eddie and Julio. Data included weekly conversations, surveys, curricular artifacts, and written reflections. The results of our study show that both teachers’ PCK greatly benefited from the community of teaching fellows and the bioengineering laboratory experience. The findings imply that collaboration with peers and exposure to modern bioengineering research can facilitate transformations of PCK for both novice and veteran science teachers.

Authors

• Darrin A. Collins, University of Illinois at Chicago
  Presenting Author

• Julio C. Mendez, Chicago Public Schools
  Presenting Author

• Eddie Taylor
  Presenting Author

• Jennifer D. Olson, University of Illinois at Chicago
  Non-Presenting Author