What Makes Professional Development Coherent? Uncovering Teacher Perspectives on a Science Literacy Project. (2nd November 2017)

• Record Type: Journal Article
• Authors: Kohnen, Angela M.; Whitacre, Michelle P.
• Is Part Of: Action in teacher education. Volume 39:Number 4(2017)
• Page Start: 414
• Page End: 431
• Publication Date: 2017-11-02
• Subjects: Professional development -- content area literacy -- science education -- phenomenological interviewing -- qualitative research; Teachers -- Training of -- United States -- Periodicals; 370.7110973
• DOI: 10.1080/01626620.2017.1336130
• Languages: English
• ISSNs: 0162-6620

Abstract

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.