How researchers can support teacher change: lessons from Swedish secondary school
2014 (English)Conference paper, Abstract (Refereed)
In this presentation we show how contributions of researchers sustained teacher change in a professional development program in a Swedish secondary school. The program was part of a research project on how science education research can support science teachers’ day-to-day work with inquiry-based learning. We collected video data from thirteen meetings between researchers and teachers during three teaching cycles. We video recorded all lessons. For analysis we employed Clarke and Hollingsworth’s model of teacher professional growth. Here, we focus on how the researchers supported teachers’ changed PCK and practice through (a) explicit commitments regarding the consequences of employing the research based knowledge and (b) providing the teachers with thorough analyses and attendant concrete suggestions for how to change practice on the basis of this knowledge. These commitments on the researchers’ part resulted in distinct teacher change, observable as the teachers (1) were acknowledging salient outcomes of the researchers’ contributions, (2) took over the terminology of the researchers, and (3) consistently began to employ the associated concepts in their own planning, in talk with the researchers as well as in artifacts such as planning documents. Results have implications for understanding the role of researchers in professional development.
Place, publisher, year, edition, pages
Research subject Science Education
IdentifiersURN: urn:nbn:se:su:diva-112363OAI: oai:DiVA.org:su-112363DiVA: diva2:778905
Nordic Research Symposium on Science Education (NFSUN) 2014, Helsinki, Finland