How K-12 Teachers of Science Experience a Vertically Articulated Professional Learning Community
How K-12 Teachers of Science Experience a Vertically Articulated Professional Learning Community
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K-12 科学教师如何体验垂直衔接的专业学习社区
DOI：
10.1080/1046560x.2020.1758419
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发表时间：
2020
影响因子：
1.9
通讯作者：
Latanya T. Brandon
中科院分区：
文献类型：
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作者：
Amanda M. Gunning;Meghan E. Marrero;Peter Hillman;Latanya T. Brandon
摘要：本研究以20名教师为研究对象，考察了科学教师在参与专业学习社区期间的专业发展。我们的专业发展模式特别采用了由小学、初中和高中教师组成的垂直团队来检查K-12教室中科学内容的进展。我们描述了科学教师对垂直排列的群体如何支持他们的专业发展的看法。通过对五个数据来源的定性分析，我们发现研究员对K-12年级科学内容的垂直衔接表现出了更高的欣赏，并将他们的专业成长归因于与不同年级教师合作的经验。这些发现对与NGSS相关的专业发展具有启示意义。
ABSTRACT This qualitative case study of 20 teachers enrolled in a two-year fellowship, examines the professional development of science teachers during participation in a professional learning community. Our professional development model specifically employs vertical teaming of teachers from elementary, middle, and high school levels to examine the progression of science content in K-12 classrooms. We describe science teachers’ perspective on how vertically aligned groups supported their professional development. Through qualitative analysis of five data sources, we found that the fellows showed increased appreciation for vertical articulation of science content in grades K-12 and attributed their professional growth to the experience of working with teachers at diverse grade levels. These findings have implications for professional development as it relates to NGSS.