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ERIC Number: EJ933391
Record Type: Journal
Publication Date: 2011-Aug
Pages: 12
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-1059-0145
Capitalizing on Teacher Expertise: Motivations for Contemplating Transfer from Professional Development to the Classroom
Van Duzor, Andrea Gay
Journal of Science Education and Technology, v20 n4 p363-374 Aug 2011
Of primary concern in professional development (PD) are the ways in which teachers transfer knowledge from PD to the classroom. This qualitative case study of a chemistry PD course for elementary teachers investigates the first step in the transfer process by examining why and how K-8 teachers consider transfer to the classroom. Motivations for considering transfer were the same whether teachers only proposed how they could use PD content or teachers actively utilized PD experiments and concepts in their own classrooms. Teacher learning of chemistry concepts, activities, and pedagogical strategies were motivating factors for considering transfer. Teachers appropriated and adapted PD materials based on the specific learning needs of their own students, the constraints of their teaching contexts, and their desired outcomes, including making science learning relevant for students. Understanding teachers' motivations and means of adaptations in considering PD can inform PD provider programs how to be more effective and responsive to teacher needs. Furthermore, teachers' active consideration of appropriations and adaptations highlights how teachers leverage their expertise in shaping their PD experiences.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A