Teacher change in implementing a research developed representation construction pedagogy

Hubber, Peter and Chittleborough, Gail 2015, Teacher change in implementing a research developed representation construction pedagogy, in GIREP-MPTL : Proceedings of the Teaching/Learning Physics : Integrating Research into Practice 2014 Conference, University of Palermo, Palermo, Italy, pp. 1049-1058.

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Title Teacher change in implementing a research developed representation construction pedagogy
Author(s) Hubber, PeterORCID iD for Hubber, Peter orcid.org/0000-0003-1780-9562
Chittleborough, GailORCID iD for Chittleborough, Gail orcid.org/0000-0002-0919-1582
Conference name GIREP MPTL. International Conference (2014 : Palermo, Italy)
Conference location Palermo, Italy
Conference dates 7-12 Jul. 2014
Title of proceedings GIREP-MPTL : Proceedings of the Teaching/Learning Physics : Integrating Research into Practice 2014 Conference
Editor(s) Fazio, Claudio
Sperandeo Mineo, Rosa Maria
Publication date 2015
Start page 1049
End page 1058
Total pages 10
Publisher University of Palermo
Place of publication Palermo, Italy
Keyword(s) representation
pedagogy
teacher change
rirected-inquiry
Summary The Representations in Learning Science (RiLS) project developed a representation construction approach to teaching and learning in science, which has successfully demonstrated enhanced student learning through sustained engagement with ideas, and enhancement of teachers’ pedagogical knowledge and understandings of how knowledge in science is developed and communicated. The current Constructing Representations in Science Pedagogy (CRISP) project aims at wider scale implementation of the representation construction approach. This paper explores a range of issues that confronted four Year 8 teachers in implementing this research-developed approach, such as: preparedness of the teacher in terms of epistemological positioning and positioning as a learner, significant support for planning and modelling by the university expert, and a team ethos where teachers share ideas and plan jointly. The Year 8 teachers implemented a representation construction approach to the teaching of the topic of astronomy. The Interconnected Model of Teacher Growth (IMTG) (Clarke & Hollingsworth, 2002) was used to analyse the teachers’ experience in planning and delivering the teaching sequence. This model was found to be flexible in identifying the experiences of teachers in different situations and useful in identifying issues for implementation of a research developed pedagogy.
ISBN 9788890746079
Language eng
Field of Research 130212
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category E1 Full written paper - refereed
Copyright notice ©2015, University of Palermo
Persistent URL http://hdl.handle.net/10536/DRO/DU:30074714

Document type: Conference Paper
Collections: Faculty of Arts and Education
School of Education
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