Evolving Educator Practices: Integrating Professional Learning in the LaCuKnoS Project

• In Event: Innovative Pathways in Education: Collaborative Learning and Affective Practices for Equity and Justice

Abstract

This proposal investigates changes in educators' practices during and after a multi-year design-based implementation research (DBIR) project. We use a multiplicity of enactment lens to explore how educators adapt and integrate professional learning into their practice. The Language, Culture, and Knowledge-building through Science (LaCuKnoS) model introduces language, culture, and knowledge-building for science through lessons, practices, and tools. Aligned with the meeting theme, we examine how educators implement their learning in their STEM clubs and how that learning is sustained post-project. The analysis highlights the diverse, context-dependent decisions educators make, reflecting their agency and the complex factors influencing their pedagogical choices. It underscores the inadequacy of a fidelity perspective, emphasizing the need for considering context adaptations for sustainable educational improvements.

Authors

• Melissa Livingston, Oregon State University

• Cory A. Buxton, Oregon State University