An Unexpected Journey
It is rare when a group of teachers gets to embark on a sustained, collaborative journey together to transform their teaching. It is even rarer that this group gets to reflect on this work and take a step back to appreciate the triumphs of their toils. In this article, six science educators share th...
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| Veröffentlicht in: | Schools (Chicago, Ill.) Ill.), 2021-09, Vol.18 (2), p.301-323 |
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| Sprache: | eng |
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| container_end_page | 323 |
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| container_issue | 2 |
| container_start_page | 301 |
| container_title | Schools (Chicago, Ill.) |
| container_volume | 18 |
| creator | Allen, Megan Arnold, Erin D. Carroll, Richard E. Freze, Matthew B. Parson, Daniel W. Mattson, Shawna M. Inouye, Martha C. |
| description | It is rare when a group of teachers gets to embark on a sustained, collaborative journey together to transform their teaching. It is even rarer that this group gets to reflect on this work and take a step back to appreciate the triumphs of their toils. In this article, six science educators share their reflections on how a journey of sustained professional development and continued collaboration has changed their teaching and their relationships and left them unable to return to their former ways. What began as three one-day workshops with science education professional development facilitators over a four-month period became a three-year journey of sustained support, in which a collaboration between university faculty and high school science teachers transformed how the teachers approached instruction and how the students engaged in learning. |
| doi_str_mv | 10.1086/716627 |
| format | Article |
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| identifier | ISSN: 1550-1175 |
| ispartof | Schools (Chicago, Ill.), 2021-09, Vol.18 (2), p.301-323 |
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| language | eng |
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| source | Education Source |
| title | An Unexpected Journey |
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