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建立理论和实践基础-特别是与文化和语言多样性儿童的教师相关-将教师在科学方面的持续探究与课堂上的学习和教学探究相结合。 该研究将包括一个教师研究小组和教师的教室收集在过去三年中，作为我们以前的RTL项目的一部分，在海地克里奥尔语和西班牙语双语教室的科学和日常话语之间的相互作用的录像带语料库的分析。 将话语分析方法应用于本课程，我们将开发两项教师学习研究，一项是进化研究，一项是实验和论证研究，以描述教师学习科学、学生学习和课堂实践的内容和方式。在最后的专题论文中，我们将根据我们的研究结果提出一个专业发展的模式。

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.