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Abstract Title: Teachers’ energy model as a tool for interpreting student ideas in a community of practice
Abstract: The PER community has been involved in physics teacher preparation and professional development for decades. In the era of national science education reform, a central question guiding this work is how to support teachers in becoming reform-oriented science teachers. In this paper, we explore this question using the lens of communities of practice (CoP), which theorizes that learning is becoming a certain kind of person through participation in a certain kind of community. We analyze a video episode from a meeting of a group of elementary school teachers engaged in a professional learning community (PLC) focused on student learning about energy to understand what supports these teachers in mutual engagement in their joint enterprise of reformed science teaching practices. In particular, we highlight the role that the teachers' shared energy model plays in their interpretation of student ideas. We hypothesize that the co-constructed nature of their energy model supports their original and continued negotiation of the community, and we explore implications for the design of professional development programs.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: A102

Author/Organizer Information

Primary Contact: Orlala Wentink
Seattle Pacific University
3307 3rd Ave. West, Suite 307
Seattle, WA 98119
Co-Author(s)
and Co-Presenter(s)
Amy D. Robertson