ERIC Number: EJ1170488
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Bridging Professional Teacher Knowledge for Science and Literary Integration via Design-Based Research
Fazio, Xavier; Gallagher, Tiffany L.
Teacher Development, v22 n2 p267-280 2018
We offer insights for using design-based research (DBR) as a model for constructing professional development that supports curriculum and instructional knowledge regarding science and literacy integration. We spotlight experiences in the DBR process from data collected from a sample of four elementary teachers. Findings from interviews, focus groups and researcher field notes elucidated: the value in establishing a collaborative foundation for professional discourse, the teacher participants developing nascent knowledge of curricular integration in science and literacy, and their apprehensions about using digital technology to support their professional development. Implications are presented for professional development facilitators and researchers using DBR as an innovative approach for teacher development.
Descriptors: Faculty Development, Instructional Innovation, Pedagogical Content Knowledge, Knowledge Base for Teaching, Interdisciplinary Approach, Literacy Education, Science Instruction, Elementary School Teachers, Teacher Attitudes, Information Technology, Technological Literacy, Anxiety, Integrated Curriculum, Models, Researchers, Foreign Countries, Semi Structured Interviews, Qualitative Research
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A