Fostering Teacher Educators’ Professional Development through Collaborative Action Research

Kader Bilican, Burcu Senler & Dilek Karısan Korucu

doi:https://doi.org/10.29329/ijpe.2021.332.28

Original article | International Journal of Progressive Education 2021, Vol. 17(2) 459-472

Fostering Teacher Educators’ Professional Development through Collaborative Action Research

Kader Bilican, Burcu Senler & Dilek Karısan Korucu

pp. 459 - 472 | DOI: https://doi.org/10.29329/ijpe.2021.332.28 | Manu. Number: MANU-2008-26-0003.R1

Published online: April 07, 2021 | Number of Views: 271 | Number of Download: 669

Save PDF

Abstract

This study reports on the experience of three novice science teacher educators as their journey on unpacking and scrutinizing their inquiry implementation. In this study, the three science teacher educators formed a critical inquiry group and engaged in collective action research to identify weaknesses and strengths in their instruction of inquiry as they attempted to teach a science laboratory course for future primary teachers and develop new knowledge about how to best promote inquiry in their laboratory courses. For this purpose, the novice science teacher educators engaged in inquiry collaboratively within a learning community to improve their own professional development through a whole semester. Data was collected by use of audio-recorded planning and reflection meetings, written weekly reflections, and pre-interviews and post-interviews with three researchers and final written reflection. Data collection was continuous and spanned through the fall semester of the science laboratory course offered in a primary teacher education course. Analysis of the findings revealed the reflection and the construction of collegial relationship between science teacher educators enabled them to view them as science educators through new lenses. The implications derived from the data, served to inform science teacher educators regarding the professional development of novice science teacher educators through forming collaborations in which they questioned and pursuing the theoretical and practical bases for their practice.

Keywords: Professional Development; Teacher Educators; Inquiry Implementation

How to Cite this Article?

APA 6th edition
Bilican, K., Senler, B. & Korucu, D.K. (2021). Fostering Teacher Educators’ Professional Development through Collaborative Action Research . International Journal of Progressive Education, 17(2), 459-472. doi: 10.29329/ijpe.2021.332.28

Harvard
Bilican, K., Senler, B. and Korucu, D. (2021). Fostering Teacher Educators’ Professional Development through Collaborative Action Research . International Journal of Progressive Education, 17(2), pp. 459-472.

Chicago 16th edition
Bilican, Kader, Burcu Senler and Dilek Karisan Korucu (2021). "Fostering Teacher Educators’ Professional Development through Collaborative Action Research ". International Journal of Progressive Education 17 (2):459-472. doi:10.29329/ijpe.2021.332.28.

References

Abell, S. K., Park Rogers, M. A., Hanuscin, D., Lee, M. H., & Gagnon, M. J. (2009). Preparing the next generation of science teacher educators: A model for developing PCK for teaching science teachers. Journal of Science Teacher Education, 20, 77 – 93. [Google Scholar]
Bransford, J. D., Brown, A., & Cocking, R. (1999). How people learn: Mind, brain, experience, and school. Washington, DC: National Research Council. [Google Scholar]
Capps, D. K., Crawford, B. A., & Constas, M. A. (2012). A review of empirical literature on inquiry professional development: alignment with best practices and a critique of the findings. Journal of Science Teacher Education, 23(3), 291–318. [Google Scholar]
Capps, D. K., & Crawford, B. A. (2013). Inquiry-Based Instruction and Teaching About Nature of Science: Are They Happening? Journal of Science Teacher Education, 24, 497–526. [Google Scholar]
Cunningham, D. (2011). Improving teaching with collaborative action research: An ASCD action tool. Alexandria, VA: ASCD [Google Scholar]
Daly, K. J. (2007). Qualitative methods for family studies and human development. Thousand Oaks, CA: Sage [Google Scholar]
Dengerink, J., Lunenberg, M., & Kools, Q. (2015). What and how teacher educators prefer to learn. Journal of Education for Teaching, 41(1), 78-96. [Google Scholar]
Donohue, K., Buck, G. A., & Akerson, V. (2020). Where's the Science? Exploring a New Science Teacher Educator's Theoretical and Practical Understandings of Scientific Inquiry. International Journal of Research in Education and Science, 6(1), 1-13. [Google Scholar]
Earley, P., & Porritt, V. (2010). Effective practices in continuing professional development. London: Institute of Education, University of London. [Google Scholar]
Faikhamta, C., & Clarke, A. (2013). A self-study of a Thai teacher educator developing a better understanding of PCK for teaching about teaching science. Research in Science Education, 43(3), 955-979. [Google Scholar]
Gillies, R. M., & Nichols, K. (2015). How to support primary teachers' implementation of inquiry: teachers' reflections on teaching cooperative inquiry-based science. Research in Science Education, 45(2), 171-191 [Google Scholar]
Kang, N. H., & Wallace, C. S. (2005). Secondary science teachers' use of laboratory activities: Linking epistemological beliefs, goals, and practices. Science Education, 89(1), 140-165. [Google Scholar]
Kosnik, C., Menna, L., Dharamshi, P., Miyata, C., Cleovoulou, Y., & Beck, C. (2015). Four spheres of knowledge required: An international study of the professional development of literacy/English teacher educators. Journal of Education for Teaching, 41(1), 52-77. [Google Scholar]
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. SAGE Publications, Inc. [Google Scholar]
National Research Council. NRC (1996) National science education standards. National Academy of Sciences. [Google Scholar]
National Research Council. (2000). Inquiry and the national science education standards: A guide for teaching and learning. National Academies Press. [Google Scholar]
Merriam, S. B. (2002). Qualitative research in practice: Examples for discussion and analysis. Jossey-Bass Inc Pub. [Google Scholar]
Murray, J. (2010). Towards a new language of scholarship in teacher educators’ professional learning?. Professional Development in Education, 36(1-2), 197-209. [Google Scholar]
Oppong-Nuako, J., Shore, B. M., Saunders-Stewart, K. S.,&Gyles, P.D.T. (2015). Using Brief Teacher Interviews to Asses the Extent of Inquiry in Classrooms. Journal of Advanced Academics, 26, 197-226. [Google Scholar]
Osmond, P., & Goodnough, K. (2011). Adopting just-in-time teaching in the context of an elementary science education methodology course. Studying Teacher Education, 7(01), 77-91. [Google Scholar]
Patton, M. Q. (2015). Qualitative research and methods: Integrating theory and practice. The definitive text of qualitative inquiry frameworks and options 4th ed. Thousand Oaks, California: SAGE Publications, Inc [Google Scholar]
Roehrig, G. H. & Luft, J. A. (2004). Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons. International Journal of Science Education, 26(1), 3–24. [Google Scholar]
Smith, K. (2003). So, what about the professional development of teacher educators? European Journal of Teacher Education, 26(2), 201-215. [Google Scholar]
Stoll, L., Bolam, R., McMahon, A., Walles,M., & Thomas., S., (2006). Journal of Educational Change. 7(4), 221- 258. [Google Scholar]
Wiebke, H., Park Rogers, M. (2014). Transition to Science Teacher Educator: Tensions Experienced while Learning to Teach Lesson Sequencing. Studying Teacher Education, 10(3), 222-238. [Google Scholar]
Willemse, T. M.,Boei, F.,& Pillen, M. (2016). Fostering teacher educators’ professional development on practice-based research through communities of inquiry. Vocations and Learning, 9(1), 85-110. [Google Scholar]

Volume 17 Issue 2

April 2021

All Articles