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Journal article
A Veteran Science Teacher's Transitions to NGSS
The electronic journal of science education, Vol.23(4), p.1
2019
Abstract
Curricular reforms in science education represent an opportunity for changes in instructional approaches with the intent of making learning and teaching more meaningful and effective. While beginning teachers may receive instruction on pedagogy aligned with adopted reforms, veteran teachers need support and development to implement instruction aligned with reforms. This qualitative case study focused on the transitions of a veteran, Grade 6 science teacher to implement instruction consistent with three-dimensional instruction outlined in the Next Generation Science Standards (NGSS Lead States, 2013). Themes that emerged through analyses of data included the desire and methods for developing pedagogical knowledge, collaborative supports for changing pedagogy, and resulting changes in pedagogy. Suggestions for further study include exploration of types of professional development that support changing pedagogy and a long-term study of teacher efficacy in three-dimensional instructional approaches outlined in NGSS (NGSS Lead States, 2013).
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Details
- Title
- A Veteran Science Teacher's Transitions to NGSS
- Publication Details
- The electronic journal of science education, Vol.23(4), p.1
- Resource Type
- Journal article
- Publisher
- Southwestern University and Texas Christian University
- Number of pages
- 15
- Copyright
- © 2017 Electronic Journal of Science Education (Southwestern University/Texas Christian University)
- Identifiers
- 99380463220206600
- Academic Unit
- Teaching, Leadership, and Research; School of Education
- Language
- English