Rigorous Science Instruction: Understanding Differences Seen in Teachers' Instructional Quality Though Their Instructional Vision

• In Event: Marriott Roundtable Session One
  In Roundtable Session: Research on Science Teacher Learning (Table 11)

Abstract

This work follows a group of four science teachers in the second year of an intensive PD through the use of classroom observations, artifact analysis, and interviewers to answer the following question: How do teachers’ instructional visions account for differences seen in the instructional quality of their teaching practices? Although these four science teachers participated in extensive PD featuring the introduction of instructional tools, video analysis, and reflections on teaching, our analyses revealed two distinct variations in instructional quality in the four participating teachers. These differences were accompanied by similar differences in their instructional vision. We argue that instructional vision can illuminate teachers’ thinking about their work, insights that may be useful in helping PD facilitators better hone such experiences.

Authors

• Ozlem Akcil Okan, Florida State University
  Non-Presenting Author

• Miray Tekkumru-Kisa, RAND Corporation
  Non-Presenting Author

• Sherry A. Southerland, Florida State University
  Presenting Author