Coupling Content and Teacher Inquiry to Build Teaching Capacity​: Design-Based Research of Teacher Professional Learning

• In Event: Fairmont Roundtable Session Five
  In Roundtable Session: Collaboration and Capacity-Building for Teacher Professional Learning (Table 5)

Abstract

Recognizing the challenges districts face in supporting the professional learning of an increasingly less prepared workforce, this design-based research (DBR) investigates what teacher educators learned across four iterations of PK-3 STEM teacher professional learning. The paper uses design-based research (Cobb et al., 2003), with four iterations delivered over a 16-month period. Our findings illustrate a maturing professional learning experience characterized by a set of shifts related to integrating content and inquiry that have implications for large scale design. An adapted Model of Domain Learning also served as a theoretical frame for understanding variation in teacher professional learning. The coupling of content and teacher inquiry shows promise as a strategy for developing teachers’ integrated STEM instructional competence.

Authors

• Diane Yendol-Hoppey, University of North Florida
  Presenting Author

• Terrie M. Galanti, University of North Florida
  Presenting Author

• Jamey Burns, University of North Florida
  Presenting Author

• Stacy K. Boote, University of North Florida
  Presenting Author

• Yvonne Spinner
  Presenting Author

• Raven Robinson-Wilson, University of North Florida
  Presenting Author

• Caran Mullins, Duval County Public Schools
  Presenting Author