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Learning About Teaching Science: Improving Teachers' Practice Through Collaborative Professional Learning, Sarah E. Cloutier
Learning About Teaching Science: Improving Teachers' Practice Through Collaborative Professional Learning, Sarah E. Cloutier
Electronic Thesis and Dissertation Repository
This single, descriptive qualitative case study provides a snapshot of elementary teachers and their school principal’s multiple and competing views about personal and contextual factors affecting teacher engagement in collaborative professional learning (CPL) related to science education within the school environment. This study was viewed through the lens of Situated Learning Theory primarily by Lave and Wenger (1991) because viewing knowledge as situated has implications for understanding teacher learning and the design of instructional activities.
Data were collected from three female elementary teachers and their school principal in Ontario for a period of six months. The data included: five principal …