Studies of Teacher Research Communities: Toward a New Model of Professional Development in Science

我们的目标是为教师专业发展提供理论和实践基础，特别是与文化和语言多样化儿童的教师相关，将教师对科学的持续探究与课堂对学习和教学的探究相结合。这项研究将包括对过去三年收集的教师研究小组和教师课堂的录像带进行分析，这是我们之前的RTL项目的一部分，该项目旨在研究海地克里奥尔语和西班牙语双语课堂中科学话语和日常话语之间的相互作用。在本课程中，我们将互动地运用话语分析的方法，开展两项关于教师学习的研究，一项是关于进化的，另一项是关于实验和论证的，以描述教师在科学、学生学习和课堂实践方面学习的内容和方式。在最后的专著中，我们将根据我们的发现提出一个专业发展的模型。

Our goal is to develop both a theoretical and practical foundation for teacher professional development -- with particular relevance to teachers of culturally and linguistically diverse children -- that combines ongoing teacher inquiry in science with classroom-based inquiry on learning and teaching. The research will consist of analysis of a corpus of videotapes of a teacher research group and the teachers' classrooms collected over the past three years as part of our prior RTL project on the interplay between scientific and everyday discourses in Haitian Creole and Spanish bilingual classorooms. Interatively applying methods of discourse analysis to this courpus, we will develop two studies of teacher learning, one in evolution and one in experimentation and argumentation, in order to characterize what and how the teachers are learning about science, student learning, and classroom practice. in a final monograph, we will set forth a model of professional development based on our findings.