Conceptualizing Teacher Learning in an Organizational Context: A Study of Elementary Science Professional Development

• In Event: Improving Equity and Quality in Science Education

Abstract

A large body of work has been devoted to understanding which PD strategies impact learning, yet teachers still struggle to implement what they learn in PD. While studies that examine the sociocultural and iterative nature of teacher change show promise, the organizational context is still treated as a barrier rather than an integral part of professional learning. There is a need to understand how teacher change is shaped by organizational context. We examined elementary teacher learning in science PD using a theoretical framework developed in our prior work. Our research suggests that learning how to teach science requires navigation of the organizational environment, drawing on resources characterized in the model. We provide implications regarding how PD can support such navigation.

Authors

• Kathryn N. Hayes, California State University - East Bay

• Linda K Preminger, California State University - East Bay

• Christine Lee Bae, Virginia Commonwealth University

• Brit Toven-Lindsey, California State University - East Bay

• Dawn M. O'Connor, Alameda County Office of Education

• Sarah Ansari, San Leandro Unified School District

• Sarah Kimberly Williams, California State University - East Bay