Learning to Teach Generatively: Mentor-Supported Professional Development and Research in Technology-and-Science

Schaverien, Lynette; Cosgrove, Mark

doi:10.1207/s15327809jls0603_2

Cited by 21 publications

(10 citation statements)

References 11 publications

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“…Despite recognizing trust as an essential organizational resource, no published studies in science education have examined trustworthiness in terms of perceived professional competence, individual integrity, and personal regard. More typically, trust is cited in the context of broader investigations of interpersonal relationships of science teachers with researchers using “trust” to simply describe positive relations among science teachers (Eick, ; Schaverien & Cosgrove ) or between science teachers and instructional coaches (Ruby, ). Trust tends to characterize the workplace atmosphere rather than be described as an asset within professional interrelationships (Spillane & Thompson, ).…”

Section: Trust As An Educational Resourcementioning

confidence: 99%

Clarifying and Capturing “Trust” in Relation to Science Education: Dimensions of Trustworthiness within Schools and Associations with Equitable Student Achievement

et al. 2015

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Science education reform may fall short of its potential to reduce educational disparities if the challenges are interpreted using strictly reductionist approaches. Taking a cue from school effectiveness research and reframing our approach using systems thinking, this study examined school-level variables associated with equitable science achievement. In particular, this study explores the concept of trust in relation to science education. Building upon a substantial body of research literature, we offer reﬁned conceptualizations of schoolwide trust along with the ﬁndings that trust ﬂuctuates according to the type of interpersonal relationship, that teacher views of the school principal’s trustworthiness are considerably more variable than views of fellow teachers’ trustworthiness, and that schoolwide science achievement is associated with perceptions of the school principal’s trustworthiness. This study supports the view that trustworthy professional relationships are one of several complementary organizational resources that promote effective and equitable science education. Moreover, our study identiﬁed aspects of school trust corresponding to school-level student science outcomes, and these differed from results reported elsewhere for math and reading/language-arts achievement

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Section: Trust As An Educational Resourcementioning

confidence: 99%

Clarifying and Capturing “Trust” in Relation to Science Education: Dimensions of Trustworthiness within Schools and Associations with Equitable Student Achievement

et al. 2015

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“…• Other studies [37] documented how conversations emerged and developed from individual perspectives and exploratory needs that occurred moment by moment as in natural conversation (see also [38]). Clark [33] described these characteristics similarly: "Conversation feels more like an exploratory, wandering walk around a mutually interesting place than a direct journey from one point to another.…”

Section: A Conversational Methodologymentioning

confidence: 99%

Towards Understanding Learning Pathways: A Transdisciplinary Research and Development Approach

Golja¹,

Barrett²

2020

ICERI Proceedings

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Research-practice partnerships in education are pioneering new ways in which researchers and teacher-practitioners work together on the basis of a mutually beneficial collaboration, a view of research as a core activity involving participants as co-researchers in their joint work, and where questions focus on practice for the betterment of learners. Transdisciplinary research and development extends such inquiry-driven, participatory approaches through integrating both non-academic participants (including industry, public and private sector partners, community members, policy makers, to name a few) and academic researchers from unrelated disciplines (including social sciences, natural sciences, arts, design and humanities, amongst others) to achieve a common goal -involving the creation of new knowledge, practices and theory -and transform insights into initiatives for the good of society. This paper arises from a university-school sector collaboration that set out to tackle the challenge of preparing young people cognitively and socially to choose the living of meaningful and productive lives, alongside the broader agendas of educating them to develop dynamic careers that can adapt to and create tomorrow's workforce and supporting their career-life aspirations. Growing out of previous collaborations and early conversations, this preliminary paper reports on a two-year project that we co-designed to implement novel transdisciplinary techniques and practices, test a proof of concept and discern its feasibility for career education, prototype and pilot initiatives centred on industry-and student-led challenge projects and co-designing virtual workspaces. These transdisciplinary developments would enable the university-school team to investigate questions such as how to grow and renew school-based capability for working with teachers, community, industry and families as they partner with students, working together for sound life choices, and to what extent such co-designed environments improve students' engagement with career pathways and development of future-oriented capabilities. As the project itself is dedicated to developing new valid, reliable and nuanced ways of measuring success in career advice provision, we lay out how participants might distil (research) quality and identify criteria that count toward developing a strong evidence base to inform practice and policy. We discuss the need for the next transdisciplinary phase of collective research and development if the project is to achieve its first milestone.

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“…Teachers begin their focus of teaching initially on themselves and then move to students and their own learning (Darling-Hammond and BaratzSnowden 2005;Schaverien and Cosgrove 1997;Wasik 1998). Since change brings about resistance, be it positive or negative, using mentoring relationships provide a channel through which teachers can identify with the need for adopting the positive practices being presented to them.…”

Section: Why Mentoring?mentioning

confidence: 99%

The Impact of a Mentor-coaching Model on Teacher Professional Development

Onchwari

Keengwe

2008

Early Childhood Educ J

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The purpose of this study was to examine the impact of the mentor-coach initiative model on participating Head Start Programs. The researchers interviewed 44 participants across two mid-western states. The participants provided positive feedback about the initiative and identified specific literacy practices based on this model that were successfully implemented in their classrooms. Evidence from this study suggests the importance of incorporating the mentor-coaching initiative model to enhance teacher pedagogical practices.

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Learning to Teach Generatively: Mentor-Supported Professional Development and Research in Technology-and-Science

Abstract: Journal of the Learning SciencesPublication details, including instructions for authors and subscription information:

Cited by 21 publications

References 11 publications

Clarifying and Capturing “Trust” in Relation to Science Education: Dimensions of Trustworthiness within Schools and Associations with Equitable Student Achievement

Clarifying and Capturing “Trust” in Relation to Science Education: Dimensions of Trustworthiness within Schools and Associations with Equitable Student Achievement

Towards Understanding Learning Pathways: A Transdisciplinary Research and Development Approach

The Impact of a Mentor-coaching Model on Teacher Professional Development

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