Using Sociocultural Theory to Understand the Relationship between Teacher Change and a Science-based Professional Education Program.

Autor/inn/en	Milne, Catherine; Scantlebury, Kathryn; Otieno, Tracey
Titel	Using Sociocultural Theory to Understand the Relationship between Teacher Change and a Science-based Professional Education Program.
Quelle	In: Cultural studies of science education, (2006) 2, S.325-352Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-006-9013-1
Schlagwörter	Agency; Structure; Cultural capital; Social capital; Teacher change
Abstract	Abstract This paper focuses on a model of teacher change based on a study of a science discipline-based professional education program and on an understanding of teacher change in terms of an agency\| structure dialectic. Professional education programs should expand teachers' capacity to act in a range of fields. Conducted over one year, this study used socio-cultural theory to examine the role of cultural schema and resources in the enactment of new pedagogical structures by two teachers who demonstrated widely variable responses to their experience of a professional chemistry education program. Hermeneutic and phenomenological methods of study supported the examination of teacher actions and narratives as sources of data. The analyses of these data sources resulted in greater understanding of the relationship between schema, resources and structure and the relationship between structure and teacher agency. Structures are dynamic and if a teacher uses a resource such as an inquiry-based instruction protocol without the attendant cultural schema such as the value of questioning then the structure that is implemented will be different from that the teacher experienced in the professional education program. This understanding supported an explanation of teacher change in terms of teacher agency that constituted our learning from the study and resulted in changes to aspects of the professional education program.
Erfasst von	OLC
Update	2023/2/05