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ERIC Number: ED465749
Record Type: Non-Journal
Publication Date: 2002-Apr
Pages: 16
Abstractor: N/A
Reference Count: N/A
Teaching, as Learning, as Inquiry: Moving beyond Activity in the Analysis of Teaching Practice.
Sandoval, William A.; Deneroff, Victoria; Franke, Megan L.
This paper describes an ongoing high school science teacher professional development project, Beyond Final Form Science, that focuses on developing teachers' ideas of scientific inquiry and inquiry pedagogy. It analyzes the first several months of the project, highlighting analyses of teachers' interactions during monthly professional development workshops. The workshops provided teachers with multiple opportunities to critically analyze students' ideas of science, science concepts, and their own understanding of scientific practice. Data collection involved video recordings of the project meetings. Data analyses illuminated ways in which the professional development activities provided opportunities for teachers to raise important issues around teaching. Results are presented in the areas of locating knowledge in activity, learning what students know, stepping out of the activity, and transitioning toward analysis. Results showed that the teachers' discourse was almost entirely grounded in descriptions of activity or judgement about particular activities. The descriptions or judgements were rarely unpacked or explained. These activity-centered conversations conveyed assumptions about student learning that discounted the role of students' prior knowledge in developing understanding. Activity-centered talk presented an obstacle to professional development and teacher change because it left too much implicit. (Contains 22 references.) (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A