1. 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

2. 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

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

4. 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::

5. 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.

6. 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

7. 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

8. This is the expanded view..

9. With specific details

10. 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

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

12. 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..

13. 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

14. 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

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

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