{"title":"资助结束后,支持教师集体探究和课堂实践共同发展的背景资源","authors":"Soo‐Yean Shim, Jessica Thompson","doi":"10.1002/sce.21900","DOIUrl":null,"url":null,"abstract":"We explored how various contextual resources accumulated over multiple years operated together to facilitate a team of high school teachers' sustained and agentive learning after a 4‐year research–practice partnership (RPP) grant concluded. Specifically, we examined constellations of resources that promoted the co‐evolution of the teachers' collective inquiry in the professional learning community (PLC) and classroom instruction, focused on supporting students' scientific explanations. We qualitatively analyzed the video/audio recordings of the PLC members' interactions in eight 75‐min PLC meetings (11 h) and a full‐day professional development (8 h) and classroom teaching (34 lessons) over the period of 6 months. We found that the contextual resources accumulated from the historical 4‐year RPP—including a culture of collaborative inquiry, collegial relationships, structures for teacher collaboration, and expertise embedded in individuals as well as co‐developed tools and practices (<jats:italic>cultural, social, structural, and expertise resources</jats:italic>)—were important. These resources, in combination with emerging teacher leadership (<jats:italic>leadership resource</jats:italic>) and timely supports, such as school leadership and district‐based funding for sustaining structures for collaboration (<jats:italic>leadership and structural resources</jats:italic>), enabled the teachers to launch and drive their own collaborative inquiry and shift instruction after the conclusion of the grant. The harmonized contexts led the teachers to learn across the PLC and classrooms by engaging in co‐evolution mechanisms—setting goals based on classroom data, reasoning about instructional practices using various representations of teaching, and experimenting on a set of common practices across classrooms. This paper is part of the special issue on Teacher Learning and Organizational Contexts.","PeriodicalId":771,"journal":{"name":"Science & Education","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Contextual resources supporting the co‐evolution of teachers' collective inquiry and classroom practice after the grant ended\",\"authors\":\"Soo‐Yean Shim, Jessica Thompson\",\"doi\":\"10.1002/sce.21900\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"We explored how various contextual resources accumulated over multiple years operated together to facilitate a team of high school teachers' sustained and agentive learning after a 4‐year research–practice partnership (RPP) grant concluded. Specifically, we examined constellations of resources that promoted the co‐evolution of the teachers' collective inquiry in the professional learning community (PLC) and classroom instruction, focused on supporting students' scientific explanations. We qualitatively analyzed the video/audio recordings of the PLC members' interactions in eight 75‐min PLC meetings (11 h) and a full‐day professional development (8 h) and classroom teaching (34 lessons) over the period of 6 months. We found that the contextual resources accumulated from the historical 4‐year RPP—including a culture of collaborative inquiry, collegial relationships, structures for teacher collaboration, and expertise embedded in individuals as well as co‐developed tools and practices (<jats:italic>cultural, social, structural, and expertise resources</jats:italic>)—were important. These resources, in combination with emerging teacher leadership (<jats:italic>leadership resource</jats:italic>) and timely supports, such as school leadership and district‐based funding for sustaining structures for collaboration (<jats:italic>leadership and structural resources</jats:italic>), enabled the teachers to launch and drive their own collaborative inquiry and shift instruction after the conclusion of the grant. The harmonized contexts led the teachers to learn across the PLC and classrooms by engaging in co‐evolution mechanisms—setting goals based on classroom data, reasoning about instructional practices using various representations of teaching, and experimenting on a set of common practices across classrooms. This paper is part of the special issue on Teacher Learning and Organizational Contexts.\",\"PeriodicalId\":771,\"journal\":{\"name\":\"Science & Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.1000,\"publicationDate\":\"2024-08-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Science & Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1002/sce.21900\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Science & Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1002/sce.21900","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Contextual resources supporting the co‐evolution of teachers' collective inquiry and classroom practice after the grant ended
We explored how various contextual resources accumulated over multiple years operated together to facilitate a team of high school teachers' sustained and agentive learning after a 4‐year research–practice partnership (RPP) grant concluded. Specifically, we examined constellations of resources that promoted the co‐evolution of the teachers' collective inquiry in the professional learning community (PLC) and classroom instruction, focused on supporting students' scientific explanations. We qualitatively analyzed the video/audio recordings of the PLC members' interactions in eight 75‐min PLC meetings (11 h) and a full‐day professional development (8 h) and classroom teaching (34 lessons) over the period of 6 months. We found that the contextual resources accumulated from the historical 4‐year RPP—including a culture of collaborative inquiry, collegial relationships, structures for teacher collaboration, and expertise embedded in individuals as well as co‐developed tools and practices (cultural, social, structural, and expertise resources)—were important. These resources, in combination with emerging teacher leadership (leadership resource) and timely supports, such as school leadership and district‐based funding for sustaining structures for collaboration (leadership and structural resources), enabled the teachers to launch and drive their own collaborative inquiry and shift instruction after the conclusion of the grant. The harmonized contexts led the teachers to learn across the PLC and classrooms by engaging in co‐evolution mechanisms—setting goals based on classroom data, reasoning about instructional practices using various representations of teaching, and experimenting on a set of common practices across classrooms. This paper is part of the special issue on Teacher Learning and Organizational Contexts.
期刊介绍:
Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]