On becoming a reformed physics teacher: A discourse analysis

• In Event: AERA Poster Session Sunday 7:45 am
  In Poster Session: Equitable Participation and Discourse in Science Teaching and Learning

Abstract

This qualitative study examined the reformed teaching practices of a sample of high school teachers who participated in a three-year physics-focused professional development program. Engaging four of the tools (the figured worlds tool, the social languages tool, the situated meaning tool, and the big D tool) proposed by Gee (2010), this paper delineates ways in which teachers used classroom discourse to foster reformed teaching practices.

Authors

• Marsha E. Simon, Valdosta State University

• Justina Ogodo, Baylor University

• Dennis Sunal, University of Alabama

• Cynthia S. Sunal, University of Alabama