Science Education and Teacher Professional Development: Combining Learning with Research (Palgrave Studies in Alternative Education)

✍ Scribed by Elizabeth A. C. Rushton

• Publisher: Palgrave Macmillan
• Year: 2021
• Tongue: English
• Leaves: 269
• Category: Library

✦ Synopsis

This book presents a radical reconceptualization of subject-focused and research-led teacher professional development. Drawing on the experiences of more than 50 high school teachers and technicians who participated in science-based research with their students, the author examines how this enables teachers to develop a ‘Teacher Scientist’ model of professional identity. Through active participation in research, science teachers and technicians can implement socially just approaches to education, where students’ differences are valued and, through research, their social and academic development is supported. Central to the ‘Teacher Scientist’ identity is the development of, and sustained interaction with, complex and collaborative professional networks which include researchers, university-staff and teachers and students in other schools. In the context of persistent recruitment and retention challenges, the ‘Teacher Scientist’ model provides a research-led approach which may offer analternative to strategies focused on financial incentives.

✦ Table of Contents

Foreword
Preface
Acknowledgements
Praise for Science Education and Teacher Professional Development: Combining Learning with Research
Contents
Abbreviations
List of Tables
1: Science Education and Teacher Professional Development
1.1 Introduction
1.1.1 STEM Education and Careers
1.1.2 Secondary Teacher Recruitment and Retention
1.1.3 Secondary Science Teacher Recruitment and Retention
1.2 Teacher Professional Development and Learning
1.3 Recent Approaches to Recruit and Retain Science Teachers
1.3.1 Financial Incentives to Recruit and Retain Teachers
1.3.2 Alternative Training Programmes
1.3.3 Teachers Who Are Career Changers
1.3.4 Subject-Specific Professional Development
1.3.5 Teacher Engagement with Science Research
Scientist in the Classroom Partnership
References
2: Science Teacher Identity
2.1 Exploring the Formation of High School Science Teacher Identity and the Social Identity Approach
2.2 Theoretical Framework
2.2.1 Social Identity Approaches and Education
2.2.2 Conceptual Frameworks and Models Utilised to Underpin Understandings of ‘Identity’
2.2.3 Science Teacher Identity Formation and the School Environment
2.2.4 Teachers of Inquiry
2.3 Reflecting upon Literature Which Considers Science Teacher Identity Formation
2.3.1 Group Membership and Social Identity: Understanding the Formation of High School Science Teacher Identity Through the Lens of the SIA
References
3: Research Approach, Context, Methods and Results
3.1 Research Approach
3.2 Research Context: IRIS—A Network of Research-Active Teachers and Technicians
3.2.1 CERN@school
3.2.2 Genome Decoders
3.2.3 Monitoring the Environment, Learning for Tomorrow (MELT)
3.2.4 Well World
3.3 Methods
3.3.1 Key Informants
3.4 Analytical Process
3.5 Overview of Superordinate and Sub-ordinate Themes
References
4: Freedom to Teach
4.1 Introduction
4.1.1 Research and Freedoms
4.1.2 Research as a Flexible Approach to Science Education Which Provides Intellectual Freedom
4.1.3 Freedom From External Exams and Curriculum Constraints
4.2 Practical Approaches to Research
4.2.1 Variety of Teaching and Learning Methods and Approaches
4.2.2 Student Autonomy and Student-led Research
4.2.3 Research Projects and the Role of Vertical Teaching Groups
4.3 Different Approaches to Learning Through Research: Beyond the Classroom, Play and the ‘Maker Mindset’
4.3.1 Drawing on Learning Contexts Beyond the Classroom
4.3.2 Positioning Research as ‘Play’
4.3.3 Research Projects, Making and the ‘Maker Mindset’
References
5: (Re)connection with Science/Research
5.1 Introduction
5.1.1 (Re)connection with Science and Research Through Participating in ‘Discovery’
5.1.2 (Re)connection with Science and Research Through Engaging in New Subject Knowledge
5.1.3 (Re)connection with Science and Research Through Using Novel Equipment
5.1.4 Research Projects Connecting Teachers with Their ‘Roots’ as Scientists
5.1.5 Research Projects Reconnecting Teachers with Their Prior Experiences as Scientists
5.1.6 Discovery, Vitality and Renewal in the Context of Inquiry
References
6: Collaboration
6.1 Introduction
6.2 New and Different Ways of Working with Students: The Role of Teachers and Technicians
6.3 New and Different Ways of Working with Students: The Students’ Role
6.4 Collaboration Through Working with External Partners
6.5 Establishing and Building Collaborative Networks
References
7: Professional Development
7.1 Introduction
7.2 Opportunities to Develop and Enhance Skills and Knowledge
7.3 Interpersonal Skills
7.4 Increased Recognition of Teachers, Technicians and the Value of Science
7.5 Developing Teachers’ Pedagogical Understanding and Approaches
7.6 Research Projects as a Pedagogical Approach to Learning Science
7.7 Understanding the Challenges of School-Based Research Projects
7.7.1 Teacher Workload and Time Constraints
7.7.2 Logistical Challenges
7.7.3 School Senior Leadership Support for Research Projects
References
8: Student and Societal Development Through Research
8.1 Introduction
8.2 Development of Students’ Inquiry Skills
8.3 Development of Students’ Communication Skills
8.4 Providing Opportunities for Students to Develop Wider Professional Networks, Connections and Experiences of Science Research and Careers
8.5 Contributing to Research Efforts that Seek to Address Societal Challenges
References
9: A Model of the Teacher Scientist Identity
9.1 Introduction
9.2 Inquiry Identity
9.3 Subject Identity
9.4 Social Justice Identity
9.5 Further Understanding a Model of Teacher Scientist Identity
9.5.1 Inquiry Identity and the Teacher Scientist Model
9.6 Subject Identity and the Teacher Scientist Model
9.7 Social Justice Identity and the Teacher Scientist Model
9.8 Conclusion
References
10: Developing Professional Practice as a Teacher Scientist
10.1 Introduction
10.2 Supporting Student Research: Insights from the Higher Education Context
10.3 Ten Salient Practices for Developing as a Teacher Scientist
10.4 The Ten Salient Practices as a Tool for Professional Reflection
10.5 Future Directions and Implications
10.6 Conclusion
References
Appendix
Index