Teacher professional development as situated sense-making: A case study in science education

Rosebery, Ann S.; Puttick, Gillian

doi:10.1002/(sici)1098-237x(199811)82:6<649::aid-sce2>3.0.co;2-h

Cited by 48 publications

(29 citation statements)

References 16 publications

(38 reference statements)

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“…In earlier studies, McGinnis and Simmons (1999) showed how a professional development programme allowed NHTS to negotiate the potential tensions associated with teaching science. Rosebery and Puttick (1998) described how a newly hired elementary teacher participated in a professional development programme and continuously increased her effectiveness, and showed a willingness to improve for her students' learning. More recently, Luft (2001Luft ( , 2009) and Luft et al (2011) reported on the positive impact of an induction programme on NHTS instructional practices.…”

Section: Summary and Research Directions: Assessmentmentioning

confidence: 99%

Supporting newly hired teachers of science: attaining teacher professional standards

Luft

Dubois

Nixon

et al. 2014

Studies in Science Education

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National standards for teachers are becoming more common. For newly hired teachers of science (NHTS), these standards have implications for how they are prepared and supported in their early years. In order to guide educators who prepare and study teachers of science and support NHTS, this review examines 30 years of research pertaining to teachers of science in their first five years of teaching. An examination of several national standards documents resulted in six broad areas that frame this review: Content and Curricular Knowledge, Learners and Learning, Professional Practice and Learning Environments, Equity, Assessment and Professionalism. It is evident from the review of identified articles that NHTS are capable of much more than has been envisioned and discussed previously, and that they are in a unique period in which their knowledge and abilities are being modified rapidly. This review points to the need for well-configured induction programmes, and the importance of the alignment between initial certification programmes and induction programmes. Finally, this review suggests several areas that are in need of study, such as how NHTS build their knowledge about learners and learning, and assessment. This review begins to fill the 'gap' in our understanding of science teacher development by specifically examining NHTS.

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Section: Summary and Research Directions: Assessmentmentioning

confidence: 99%

Supporting newly hired teachers of science: attaining teacher professional standards

Luft

Dubois

Nixon

et al. 2014

Studies in Science Education

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“…They may engage students in hands-on activities, with less concern for sensemaking (Haefner & Zembal-Saul, 2004;Petish, 2004). On the other hand, some studies of how early career elementary teachers think about and support their students in constructing scientific arguments and explanations (Avraamidou & Zembal-Saul, 2005;Beyer & Davis, 2008;Rosebery & Puttick, 1998), as well as some work with preservice teachers (Schwarz, 2009, this issue;Zembal-Saul, 2009, this issue), provide evidence that beginning teachers can engage children in scientific practices related to sense-making through scientific inquiry.…”

Section: The Inquiry Goalmentioning

confidence: 99%

Beginning teachers moving toward effective elementary science teaching

Davis

Smithey

2009

Science Education

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ABSTRACT:We use a 10-year program of research centered on iterations of one elementary science methods course as a vehicle for exploring three important and interrelated goals for the learning of beginning elementary teachers. These include learning about inquiryoriented science teaching, using science curriculum materials effectively, and anticipating and working with students' ideas in instruction. For each goal we discuss how the literature informs our thinking, describe relevant aspects of our design of the course, and present findings of our research with regard to preservice teachers' experiences in and learning from aspects of the course. For each goal, we also highlight examples from our longitudinal work following the preservice teachers into their early years as elementary teachers, to provide a glimpse of teachers' trajectories related to each of the themes. We close with a discussion of implications for research and practice in elementary science teacher education.

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“…Membership in one or more teacher learning communities (Grossman, Wineburg, & Woolworth, 2001;Loucks-Horsley, Hewson, Love, & Stiles, 1998;McLaughlin & Talbert, 1993;Rosebery & Puttick, 1998) is understood as a third vehicle for promoting teacher reflection and transformation. Common features of such communities include members who meet regularly over an extended period of time, who share common values and goals, and who engage in collaboration and critique of their own and each other's work.…”

Section: Framework For Beginning Teacher Learningmentioning

confidence: 99%

The role of induction in learning to teach toward equity: A study of beginning science and mathematics teachers

Bianchini

Brenner

2009

Science Education

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ABSTRACT:We investigated how an induction program supported and constrained beginning teachers' efforts to teach science or mathematics in equitable and effective ways. We focused our investigation on the teaching and learning of equitable instructional practices; we conceived of such practices as attention to students' experiences, instruction for English learners, differentiation, and reform-minded science or mathematics strategies. During the

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Teacher professional development as situated sense-making: A case study in science education

Cited by 48 publications

References 16 publications

Supporting newly hired teachers of science: attaining teacher professional standards

Supporting newly hired teachers of science: attaining teacher professional standards

Beginning teachers moving toward effective elementary science teaching

The role of induction in learning to teach toward equity: A study of beginning science and mathematics teachers

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