“Change is hard”: What science teachers are telling us about reform and teacher learning of innovative practices

Abstract

ABSTRACT:Over the last decade, significant efforts have been made to bring change to science classrooms. Educational researchers (Anderson, R. D., & Helms, J. V. (2001). Journal of Research in Science Teaching, 38(1), 3 -16.) have pointed to the need to examine reform efforts systemically to understand the pathways and impediments to successful reform. This study provides a critical analysis of the implementation of an innovative science curriculum at a middle school site. In particular, the author explores the issues that surround teacher learning of new practices including the structures, policies, and practices that were in place within the reform context that supported or impeded teacher learning. Parallels are drawn between student and teacher learning and the importance of autonomy and decision-making structures for both populations of learners. Findings presented include (1) how staff development with constructivist underpinnings facilitated teacher learning; (2) how regular and frequent opportunities for interactions with colleagues and outside support personnel contributed to teacher learning; (3) how the decline of such interactive forums and the continuation of old decision-making structures restricted the development of teacher knowledge, expertise, and a common vision of the science program; and (4) how the process of field-testing at this site limited the incorporation of teachers' prior knowledge and impacted teacher acquisition of new knowledge and skills.

Contributions from the Philosophy of Science to the Education of Science Teachers

“…There exist many impediments to change. impedances (Davis 2003). As was observed by Delval (2002, p. 79), ''changing teachers is something that is extremely difficult.…”

“…Teacher education programs have to treat the teacher as an integral member of a group, providing collective development experiences and encouraging collaboration. In sum, they must consider the school as being the most suitable place for professional development and as the unit for change Anderson and Helms 2001;Reyes et al 2001;Marcelo 2002;Ritchie and Rigano 2002;Davis 2003;Sassi et al 2005). This requires time and much sustained support before the teacher can see the improvement in the pupils' learning and perceive ongoing education as a meaningful experience personally, for his or her classes, and for the school Tal et al 2001;Peers et al 2003).…”

Science Teacher Learning of MBL-Supported Student-Centered Science Education in the Context of Secondary Education in Tanzania

“…A safe environment for teachers was created in which they could peer-teaching own developed lessons. In this way strong links could be made to personal learning and the classroom context, which is important for changing teacher beliefs and practices (Davis 2003).…”

Constraints and contributors to becoming a science teacher-leader

“…Second, as part of this process, it was ascribed that teachers learn new Science is a subject at this school that teachers want to teach content and pedagogy as a result of their reflections about their practice and their collaborations and problem-solving activity with colleagues and content and pedagogy experts. In this sense reform and improvement were to be collaborative activities (Davis, 2003). Third, similar to that posited by researchers and educators in science education (Suppovitz, Mayer, & Kahle, 2000;Suppovitz & Turner, 2000), the professional development program negotiated was believed by the author and participating staff to (1) model inquiry forms of teaching, (2) be sustained, (3) engage teachers in concrete teaching tasks, (4) focus on the development of teachers' subject-matter and pedagogical content knowledge, (5) be grounded in specific professional development standards, and (6) be embedded within a reform plan for the school to improve the quality of instruction provided by teachers to students.…”