A Trajectory of Science Teacher Learning: Charting the Course for Researchers, Educators, and Teachers Julie A. Luft , University of Georgia Brooke Whitworth, Northern Arizona University Shannon Dubois, Valparaiso University Vanessa Kind, Durham University Mandi Berry, Royal Melbourne Institute of Technology Exploratory study on the knowledge needed for teaching science

Globally Teachers hold many roles. They can be teachers, curriculum developers, mentors, or department heads. Often teachers come to these positions by recommendation, in the absence of colleagues who can serve this role, or by their own interest. While these are important positions, there is little consideration about how to build the capacity of teachers to engage in these roles. This presentation addresses this void – but suggesting that we purposefully consider how teachers develop into different roles. --That is – science teacher trajectories Teachers have many roles and we expect a lot from them – example from UK – Micheal Gove

Science Teacher Learning Several international reports indicate the need to support teacher learning oe

Recommendation How can we support teacher learning over time? Towards a specific end? There were several recommendations, and one of the more important recommendations was::

Coherent Experiences Experienced teacher Mentor teacher New teacher Some experience Experienced teacher Mentor teacher Department head While coherent could result in a variety of meanings, in this presentation – it will be the series of a experiences that results in different role for a teacher.

Thinking about Science Teacher Learning Loughran and Wallace (2012) characterize teacher learning as Computer Craft Complexity Knowledge Bases, Practices, and Attributes If we want to consider how teachers develop, then we need to consider science teacher learning. The computer metaphor for learning removes the context in which learning takes place and focuses on providing experiences that result in new knowledge, practices, or cognitive attributes. The craft metaphor entails teachers carefully developing their instructional knowledge and practice. The complexity metaphor acknowledges the importance of social contexts in teacher learning. This thinking guides the initial development of Trajectories

Potential Areas Beginning Teacher Experienced Teacher Private Sector K-12 School Systems Informal Education Higher Education Policy Another part of this consists of the different roles that teachers can hold. – If we consider the different types of roles that a teacher can have – they can fall in many different areas. However, they tend to be consolidated in a few broad areas. Here is our general overview, while

This is the expanded view..

With specific details

Building a Trajectory Identifying research Examining research in terms of knowledge, practices, and attributes Creating trajectories that are progressive With these components – we have the basis for building different trajectories . But to do this - - we need to have a process in place

For Example Early career Experienced Know-ledge Practice Attribute An outline

Professional Development Leaders Practice Early Career Teacher Assessment & feedback Science instruction Communication Experienced Teacher Build assessment, instruction skills Be able to make tacit aspects of practice explicit (explicit PCK) Develop leadership skills and practices Engage with professional organizations So, a trajectory for a professional development specialist may look like this in the area of practices..

Professional Development Leaders Practices Professional Development Leader Supervision Coaching and/or Mentoring Administrative duties (e.g. budget management, supply orders, hiring) Communication with multiple stakeholders Vision casting, sets direction for improvement and growth Data analysis Models best practices through professional development Engage with and lead in professional organizations

So, what does this mean for: Educational researchers We need to consider a process by which to build these trajectories and examine them Teacher educators We need to support the ongoing learning of science teachers in these different positions We need to promote purposeful personal professional development

So, what does this mean for: Teachers More delineated pathways for development Encourage purposeful choices by the teachers

Thank you This paper will be on ResearchGate – under Julies & profile (anyone else’s)???