What is it about?
Science professional development can help teachers navigate school and classroom structures that afford opportunities and pose constraints to engaging students in science learning. This study shows how sustained science professional development helped develop teacher agency and transform science teaching practices in a third grade dual language classroom.
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Why is it important?
Teachers occupy a space between top-down reforms and bottom-up knowledge of their students with little direction to help them navigate this space in ways that engage students in quality science learning. This ethnographic study highlights the structural constraints in an elementary classroom and the ways in which sustained science professional development helped teachers gain and act on knowledge and strategies for enhancing science teaching and learning.
Perspectives
Dual language classrooms are complex and it can be difficult to juggle both language learning and science content learning while also ensuring that all students from both of the target language groups are progressing as they should. This study explores some of the complexities teachers face in dual language classrooms.
Maria Rivera Maulucci
Read the Original
This page is a summary of: Fostering structurally transformative teacher agency through science professional development, Journal of Research in Science Teaching, March 2015, Wiley,
DOI: 10.1002/tea.21222.
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