Development of a Community of Science Teachers: Participation in a Collaborative Action Research Project

Fazio, Xavier

doi:10.1111/j.1949-8594.2009.tb17942.x

Cited by 12 publications

(5 citation statements)

References 36 publications

(45 reference statements)

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“…Professional learning communities and similar community focused efforts offer teachers opportunities to be involved in such collaborative relationships with their peers and have also been found to have a positive effect on a number of teacher and student outcomes (Akerson, Cullen, & Hanson, 2009; Fazio, 2009; Liu, Lee, & Lin, 2010; Vescio, Ross, & Adams, 2008). There is evidence in the literature that such collaboration leads to increased teacher efficacy.…”

Section: Prior Researchmentioning

confidence: 99%

The impact of science content and professional learning communities on science teaching efficacy and standards‐based instruction

Lakshmanan¹,

Heath²,

Perlmutter³

et al. 2010

J Res Sci Teach

126

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This study examines the impact of standards-based professional development on teacher efficacy and instructional practice of elementary and middle school science teachers. Professional development activities were conducted over a period of 3 years and included content courses as well as teacher involvement in professional learning communities. Teacher efficacy was assessed at five time points using the Science Teacher Efficacy Beliefs Instrument (STEBI), and instructional practice was evaluated at four time points with classroom observations using the Reformed Teaching Observation Protocol (RTOP). Results indicate that there was significant growth in teacher self-efficacy but not in outcome expectancy. There was also significant growth in the extent to which teachers implemented inquiry-based instruction in the classroom. Additionally, a positive correlation was observed between changes in self-efficacy and changes in the use of inquiry-based instructional practice. These results are discussed in terms of a model of teacher learning wherein changes in teacher beliefs and changes in classroom practice mutually influence each other, and also in terms of the impact of collaboration on teacher efficacy and practice. ß

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Section: Prior Researchmentioning

confidence: 99%

The impact of science content and professional learning communities on science teaching efficacy and standards‐based instruction

Lakshmanan¹,

Heath²,

Perlmutter³

et al. 2010

J Res Sci Teach

126

View full text Add to dashboard Cite

show abstract

“…Moreover, teachers in learning communities should be respected as integral participants who are self-determined professionals striving to enhance their own learning and practice (Fazio, 2009;Fazio & Melville, 2008). Bullough and Baugh (Chapter 4) self-cite previous work on the distinctive qualities of a professional as being one who studies his or her own practice and grows in understanding and skill.…”

Section: Connections In the Fieldmentioning

confidence: 99%

The handbook of leadership and professional learning communities

Parker

Gallagher

Griffin

2011

Mentoring & Tutoring: Partnership in Learning

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“…In the area of interest of this paper, some studies of online CoPs involving science teachers (e.g., Barab, MaKinster, & Scheckler, 2004;Cooper, Grover, & Simon, 2014;Fazio, 2009;Schlager, Fusco, & Schank, 2002;Vavasseur & MacGregor, 2008) were identified. However, the published research often focuses on the description of the creation/sustainability of the community and its advantages to TPD, without documenting the actual changes on teaching practices.…”

Section: Introductionmentioning

confidence: 99%

Science teaching strategies developed in an online community of practice: a case study

Marques

Loureiro

Marques

2015

IJWBC

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Background: Communities of practice (CoP) have been presented in the literature as potential promoters of the improvement of teaching strategies. However, there is scarce empirical evidence of that impact, namely in science education. Purpose: This study aims to present empiric evidence supporting the potential of online CoPs, involving teachers and researchers, for the development of effective science teaching practicesconsidering the literature on science education (SE) regarding strategies that can effectively promote pupils' learning. Sample, design and methods: The authors conducted a single case study: a curricular module developed by a collaborative group of five teachers and three researchers, which formed a CoP under the Portuguese project IPEC 1 . The CoP members interacted mainly through online communication tools; therefore, content analysis of the developed lesson plan, and associated teaching resources, was complemented with evidence from online interactions, as well as documents produced by the CoP as dissemination papers. Results and conclusions:The study showed that the CoP developed a field trip combining diversified teaching strategies, such as learning of contextualized phenomenon, small work group or questioning, referred in the reviewed literature as effective science teaching strategies.The results also point to the evolution of the teachers' practices during their participation in this CoP. Hence, it provides empirical evidence that supports that online CoP of teachers and researchers can promote the improvement of science teaching practices. It also gives a glimpse of possible factors that can contribute to that improvement, which require further empirical study.

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Development of a Community of Science Teachers: Participation in a Collaborative Action Research Project

Cited by 12 publications

References 36 publications

The impact of science content and professional learning communities on science teaching efficacy and standards‐based instruction

The impact of science content and professional learning communities on science teaching efficacy and standards‐based instruction

The handbook of leadership and professional learning communities

Science teaching strategies developed in an online community of practice: a case study

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