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Secondary Science Teachers’ Translation Of Professional Development Through Affinity- And Institution-Identity, Elizabeth B. Lewis
Talks and Presentations: Department of Teaching, Learning and Teacher Education
This study provides greater detail concerning how science teachers did, or did not, use a professional development model of a scientific classroom discourse community with their students. Two biology teachers, Cathy and David, from the same urban high school were the subjects of two case studies. Identity was used as an analytic lens to consider teachers in the dual contexts of their classroom environment and professional development. Over time, as Cathy adopted the inquiry-based instructional practices she learned at the professional development seminars, her professional identity became more aligned with the norms and affinity group teaching philosophy and instructional practices ...