Science teachers' meaning-making when involved in a school-based professional development project

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Abstract

A group of teachers’ meaning-making when they are collaboratively
analyzing artifacts from practice in local science classrooms in a school-based
professional development (PD) project is examined through repeated interviews and
represented as meaning-making maps. The interpretation of the teachers’ meaningmaking
includes both their reference to outcomes from the project and their
expressed ideas about teaching and learning of science. All four teachers refer to
experiences from experimenting in their classrooms and interpret the collected
artifacts in relation to students’ learning. Furthermore, they all felt encouraged to
continue collaboration around science. During the interviews, the teachers emphasize
various elements apparently connected to concrete challenges they each
experience in their professional work. Implications in relation to the design of PD
are discussed.
OriginalsprogEngelsk
TidsskriftJournal of Science Teacher Education
Udgave nummer23(6)
Sider (fra-til)621-649
Antal sider29
ISSN1046-560X
DOI
StatusUdgivet - 2012

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