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ERIC Number: EJ847266
Record Type: Journal
Publication Date: 2009-Feb
Pages: 13
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0036-6803
Development of a Community of Science Teachers: Participation in a Collaborative Action Research Project
Fazio, Xavier
School Science and Mathematics, v109 n2 p95-107 Feb 2009
This article presents a study exploring the beliefs, knowledge, and practices of four middle and secondary science teachers participating in a collaborative curriculum action research project. Using a case study methodology, the views and practices of these teachers were described and analyzed as they investigated novel ideas about scientific inquiry and nature of science, critically examined their practice, and implemented and reflected upon modified curricular practices. Findings indicated that by the end of the study, all participants had enhanced their views of scientific inquiry and nature of science, and the collaborative group evolved as a community of teachers. Wenger's (1998a) community of practice theory provided a useful framework to describe and analyze the experiences of these science teachers. Implications for the professional development of science teachers and the compatibility between a community of practice and collaborative action research projects are presented.
School Science and Mathematics Association. Oklahoma State University, 245 Willard, Stillwater, OK 74078. Tel: 405-744-8018; Fax: 405-744-6290; e-mail: office@ssma.org; Web site: http://ssmj.tamu.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Middle Schools; Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A