ERIC Number: EJ1164271
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
What Makes Professional Development Coherent? Uncovering Teacher Perspectives on a Science Literacy Project
Kohnen, Angela M.; Whitacre, Michelle P.
Action in Teacher Education, v39 n4 p414-431 2017
In this study, the authors sought to uncover the characteristics of professional development (PD) that were identified by teacher-participants as being important to their implementation of project ideas. Using phenomenological interviewing, the authors talked with nine teacher-participants about changes to their teaching practices after they participated in a university-based PD program focused on science literacy. Findings indicate that teachers benefited from immersion in authentic practices with an expert facilitator, a clear definition of "science literacy" that challenged teachers' previous understandings, and ongoing contact with a community of like-minded educators for collaboration and recognition. Findings confirm previous research and expand our understanding of the concept of "coherence" in professional development.
Descriptors: Faculty Development, Scientific Literacy, Teacher Collaboration, Phenomenology, Interviews, Teacher Attitudes, Teaching Methods, Educational Practices, Qualitative Research, Science Education, Journalism, Program Descriptions
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Sponsor: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
Authoring Institution: N/A
Grant or Contract Numbers: 0822354