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ERIC Number: EJ848603
Record Type: Journal
Publication Date: 2009-Jul
Pages: 9
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-0047-231X
Creating Hybrid Communities Using Inquiry as Professional Development for College Science Faculty
Ash, Doris; Brown, Candice; Kluger-Bell, Barry; Hunter, Lisa
Journal of College Science Teaching, v38 n6 p68-76 Jul 2009
The research reported here documents scientists' changing practices and attitudes concerning college teaching. Graduate students and postdoctoral scientists participated in long-term, inquiry-based teaching professional development while maintaining an ongoing commitment to research science. Data analysis focused on digital recording and transcription of semi-structured interviews of a representative sample of scientists, as well as ethnographic notes, collected over a period of five years. Interview data were analyzed using a newly developed rubric (Practice, Identity, Community Analysis Tool), which allowed the authors to represent qualitative data quantitatively, and, when combined with scientists' in-depth reflections both in the moment and over time, informed the development of a proposed trajectory of change. They posit that scientists co-constructed a hybrid community of practice within which participants moved easily between university research and inquiry science teaching practices. (Contains 2 figures and 2 tables.)
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A