Education Commons^™

A High School Biology Teacher's Development Through A New Teaching Assignment Coupled With Teacher-Led Professional Development, Lorien Young Francis

Theses and Dissertations

This self-study examined the learning that emerged from a change in teaching assignment coupled with self-initiated, teacher-led professional development in order to understand a high school science teacher's development as a teacher. The two participants in the study were the teacher/researcher, an experienced high school biology teacher who was taking up a new assignment teaching biotechnology, an advanced science course; and a first-year teacher assigned to teach biotechnology, who served as collaborator in the professional development and critical friend in the study. In order to uncover the teacher/researcher's learning and thinking, self-study of teaching practice methodology most clearly met the …