What Makes Professional Development Coherent? Uncovering Teacher Perspectives on a Science Literacy Project
Document Type
Article
Publication Title
Action in Teacher Education
Abstract
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.
DOI
https://doi.org/10.1080/01626620.2017.1336130
Publication Date
12-2017
Recommended Citation
Kohnen, Angela M. and Whitacre, Michelle P., "What Makes Professional Development Coherent? Uncovering Teacher Perspectives on a Science Literacy Project" (2017). Faculty Scholarship. 113.
https://digitalcommons.lindenwood.edu/faculty-research-papers/113