Facilitating Scientific Engagement Online: Responsive Teaching in a Science Professional Development Program

Autor/inn/en	Watkins, Jessica; Jaber, Lama Z.; Dini, Vesal
Titel	Facilitating Scientific Engagement Online: Responsive Teaching in a Science Professional Development Program
Quelle	In: Journal of Science Teacher Education, 31 (2020) 5, S.515-536 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Watkins, Jessica) ORCID (Jaber, Lama Z.) ORCID (Dini, Vesal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2020.1727622
Schlagwörter	Science Teachers; Professional Development; Elementary School Teachers; Middle School Teachers; Asynchronous Communication; Facilitators (Individuals); Discussion Groups; Computer Mediated Communication; Program Effectiveness; Learner Engagement; Rural Schools; Active Learning; Inquiry; Teacher Response; Web Based Instruction; Communities of Practice; Science Process Skills; Massachusetts + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Computerkonferenz; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Aktives Lernen; Lehrerkommentar; Web Based Training; Community; Master-Studiengang
Abstract	Given the widespread adoption of the Next Generation Science Standards in the United States, there is a need to study new models of professional development to prepare teachers to enact practice-based visions of science learning and to address problems of access to reach teachers nationwide. While studies of online professional development offer promise in addressing both of these challenges, there is still much to be learned about how to design and orchestrate these learning environments. In particular, researchers have highlighted instructor facilitation as critical for teacher learning and reflection, yet there is a need for greater specification of online facilitation and how it can achieve targeted professional development goals. In this paper we explore responsive teaching as an approach to facilitating upper elementary and middle school teachers' scientific engagement in asynchronous online learning environments. Using a case study approach, we examine instructors' facilitation and teachers' participation over four weeks in an online threaded discussion forum. This episode was situated within a 12-month hybrid-online professional development program, which had an explicit goal of supporting teachers to experience "doing science" themselves. Building on our prior work showing that the program was successful in fostering teachers' engagement in scientific practices online, we characterize the responsive nature of instructors' facilitation and how it supported teachers' individual and collective inquiry. Our analysis provides an existence proof of a responsive approach to facilitating scientific engagement online and offers insights into the design of online professional development that supports teachers in "doing science." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01