ERIC Number: ED464834
Record Type: RIE
Publication Date: 2002-Apr
Stories of Teaching Biotechnology: A Case Study of Volitional Curriculum Implementation.
Courson, Susan K.; Zembal-Saul, Carla M.
This multi-participant case study used a phenomenological lens to understand the ways that science teachers make sense of implementing instructional innovations following their participation in a year-long biotechnology professional development program. Sources of data included a series in-depth interviews used to collect teachers' stories of implementation of biotechnology lessons and field notes taken by the researcher while conducting site visits. Data were analyzed inductively with pattern coding strategies allowing for the emergence of within and across participant themes associated with volitional implementation. Three assertions were generated: (1) implementers consistently reported a dynamic view of curriculum that enabled their incorporation of innovations; (2) within this dynamic view, they held tacit, implicit, personal goals and purposes for teaching science and reported pedagogical practices that were congruent with their goals despite common constraints; and (3) these teachers possessed a deep sense of professionalism that drove them to implement innovations in their quest to meet their goals. The findings of this study were used to generate recommendations for research, policy, and practice associated with the professional development of teachers and the design and implementation of reform oriented curricula. (Contains 26 references.) (Author/MM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (New Orleans, LA, April 6-10, 2002).