Teacher Noticing and the Interconnected Model of Professional Learning: Intersection in the Domain of Consequence

• In Event: Improving Equity and Quality in Science Education

Abstract

Research is needed on how teachers change and implement science instructional practices to meet the demands of NGSS, especially in elementary contexts. Teachers in long-term PD are more likely to take up content and strategies, and integrate science into their classrooms. Their enactments result from the interactions among the domains of professional learning, personal beliefs, school organizations, and classroom practice. As teachers in this PD project make significant shifts to student-focused pedagogies they intuitively use teacher noticing elements of attending, interpreting, and responding, that enhance and cement changes in their practice. In this study, we apply two frameworks to show how the combination might better support elementary science instruction.

Authors

• Linda K Preminger, California State University - East Bay

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

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

• Christine Lee Bae, Virginia Commonwealth University

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

• Sarah Ansari, San Leandro Unified School District

• Sarah Kimberly Williams, California State University - East Bay