Science education and teacher professional development : combining learning with research /

Science education and teacher professional development : combining learning with research /

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Bibliographic Details
Author / Creator:	Rushton, Elizabeth A. C., author.
Imprint:	Cham, Switzerland : Palgrave Macmillan, [2021]
Description:	1 online resource : illustrations.
Language:	English
Series:	Palgrave studies in alternative education Palgrave studies in alternative education.
Subject:	Science -- Study and teaching. Science teachers -- Training of. Science -- Study and teaching. Science teachers -- Training of.
Format:	E-Resource Book
URL for this record:	http://pi.lib.uchicago.edu/1001/cat/bib/12611472

Hidden Bibliographic Details
ISBN:	9783030641078 3030641074 3030641066 9783030641061
Notes:	Includes bibliographical references and index. Online resource; title from PDF title page (SpringerLink, viewed April 8, 2021).
Summary:	This book presents a radical reconceptualization of subject-focused and research-led teacher professional development. Drawing on the experiences of more than 50 high school teachers and technicians who participated in science-based research with their students, the author examines how this enables teachers to develop a Teacher Scientist model of professional identity. Through active participation in research, science teachers and technicians can implement socially just approaches to education, where students differences are valued and, through research, their social and academic development is supported. Central to the Teacher Scientist identity is the development of, and sustained interaction with, complex and collaborative professional networks which include researchers, university-staff and teachers and students in other schools. In the context of persistent recruitment and retention challenges, the Teacher Scientist model provides a research-led approach which may offer an alternative to strategies focused on financial incentives. Elizabeth A.C. Rushton is Lecturer in Geography Education at Kings College London, UK. She has worked within education as a high school teacher, and as Director of Evaluation for an education charity that supports school student participation in STEM research. Her research considers young peoples experience of science in formal and informal settings and teacher professional development through collaborations with researchers and mentoring school student research.
Other form:	Print version: 9783030641061
Standard no.:	10.1007/978-3-030-64107-8

Table of Contents:

Science Education and Teacher Professional Development
Science Teacher Identity
Research approach, context, methods and results
Freedom to teach
(Re)connection with science/research
Collaboration
Professional development
Student and societal development through research
A model of the teacher scientist identity
Developing professinal practice as a teacher scientist.