‘The exchange of ideas was mutual, I have to say’: negotiating researcher and teacher ‘roles’ in an early years educators’ professional development programme on inquiry-based mathematics and science learning

Abstract

This paper explores the experiences of 14 early years educators who participated in a continuing professional development (CPD) programme coordinated by two of the paper's authors. The programme was part of a three-year research project, which aimed at introducing early childhood educators to an inquiry-based approach to mathematics and science education and involved participants as teacher-researchers and curriculum-makers in cycles of action research. From this CPD experience, teachers appeared to reconceptualize traditional teacher and researcher 'roles' in more fluid and equitable ways, leading us to explore characteristics of the programme conducive to this shift. The main data source comprised teacher interviews, supplemented by video-recordings of group meetings, classroom enactment of activities and the facilitators' field notes. Findings suggest that the shift was encouraged by the gradual formation of a community of practice; a reconceptualization of the 'practical'; and the epistemology-oriented approach adopted in mathematics and science education. The discussion highlights the implications of these findings for early years educators' professional development, and the problems of the 'theory-practice' divide in such development. Furthermore, the discussion stresses the importance of the socio-cultural context in which such projects take place, particularly as these often draw heavily upon international literature.

Inquiry-Based Science Approach in Kindergarten: A Systematic Review

“…Subsequently, Mathematics is represented in 3 articles (16%), followed by nature and Engineering, each featured in 1 article (5%). Certain studies adopted a combined approach, such as the case of Lee and Bailie (2019) and Philippou et al (2015), who combined science and mathematics in their instruction. Similarly, Lin et al ( 2021) integrated science and engineering in their study.…”

Comunidades de Prática no Ensino de Ciências: uma revisão da literatura de 1991 a 2018

“…Nessas duas categorias há CoP de diferentes níveis de ensino e problemáticas abordadas. A título de exemplo, Gretton, Bridges e Fraser [14] sugerem que o uso de CoP presenciais envolvendo professores assistentes e alunos de graduação em Física auxilia na aceleração da [34]; Hume, 2012 [35]; Kermish-Allen, Peterman e Bevc, 2018 [36]; Kisiel, 2010 [37]; Min, Noh e Paik, 2017 [38]; Philippou, Papademetri-Kachrimani e Louca, 2015 [39]; Roth, 1995 [40]; Silva e Bartelmebs, 2011 [41]; Traianou, 2006a [42]. 17…”

“…A criação e difusão de inovações didáticas e tecnológicas e a transformação das práticas docentes são o tema predominante nos estudos conduzidos por Battle e Hawkins [55], Forbes e Skamp [28], Furtak e Heredia [49], García, Greca e Meneses [33], Kim et al [69] Marques, Loureiro e Marques [50,86], Min, Noh e Paik [38], Philippou, Papademetri-Kachrimani e Louca [39], Sentance e Humphreys [60], Sotiriou et al [61] e de Tytler et al [62]. Além disso, aparecem com grande importância nos estudos já mencionados de El-Hani e Greca [45,46] e de Eylon e Bagno [13].…”

Building Mathematics Learning through Inquiry Using Student-Generated Data: Lessons Learned from Plan-Do-Study-Act Cycles

“…Sci. 2023, 13, 919 2 of 20 PD design and the application of professional learning promotes their growth as professionals [13] and situates PD experiences within particular school and classroom contexts [14]. Other characteristics of effective PD are an emphasis on student learning and classroom practice, a focus on specific academic content, and sustained opportunities for teachers to collaborate and provide peer feedback [7,8,15].…”