Developing a Collaborative Model in Teacher Education – An Overview of a Teacher Professional Development Project

    Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

    Kuvaus

    The article discusses the development of an educational model intended to support teachers’ professional development in science education. In this research and development project, LumaLähetit, pre-service teachers, in-service teachers, and teacher educators formed teams to collaboratively plan teaching and produce material for inquiry-based and integrative science instruction in primary schools. The results are based on three design cycles of the model. Thus far, ten schools, 24 in-service teachers, 30 pre-service teachers, and 560 pupils have participated. The results, which are based on the qualitative content analysis of participants’ open answers to a questionnaire, indicate that the developed collaborative model for science education supported pre-service teachers and in-service teachers’ professional development in many ways. Several processes mediating the embodiment of the designed model were identified, especially during the second or third design cycles. Participants reflected on theory and practice. They experienced increased knowledge about inquiry and integrative approaches, collaborated in teams to some extent, and found this to be supportive during the project. Also, pre-service teachers appreciated the opportunity to teach in the schools. In general, careful goal setting, collaboration between the participants, and guidance by teacher educators during the initiation of the project were found to te crucial to the further success of the project. The results highlight a need for further research in order to better meet to the challenges of team teaching, inquiry-based instruction, and integrative teaching. The designed model was developed between the cycles and must be further developed in the future, especially in terms of supporting collaboration and clarifying theoretical concepts during the project.
    Alkuperäiskielienglanti
    LehtiLUMAT: Research and Practice in Math, Science and Technology Education
    Vuosikerta4
    Numero2
    Sivut67-86
    Sivumäärä20
    ISSN2323-7112
    TilaJulkaistu - 2016
    OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

    Tieteenalat

    • 516 Kasvatustieteet
    • teacher professional development
    • team teaching
    • inquiry approach
    • science education

    Lainaa tätä

    @article{3a8e4a528ef8485592265a1a523fd28e,
    title = "Developing a Collaborative Model in Teacher Education – An Overview of a Teacher Professional Development Project",
    abstract = "The article discusses the development of an educational model intended to support teachers’ professional development in science education. In this research and development project, LumaL{\"a}hetit, pre-service teachers, in-service teachers, and teacher educators formed teams to collaboratively plan teaching and produce material for inquiry-based and integrative science instruction in primary schools. The results are based on three design cycles of the model. Thus far, ten schools, 24 in-service teachers, 30 pre-service teachers, and 560 pupils have participated. The results, which are based on the qualitative content analysis of participants’ open answers to a questionnaire, indicate that the developed collaborative model for science education supported pre-service teachers and in-service teachers’ professional development in many ways. Several processes mediating the embodiment of the designed model were identified, especially during the second or third design cycles. Participants reflected on theory and practice. They experienced increased knowledge about inquiry and integrative approaches, collaborated in teams to some extent, and found this to be supportive during the project. Also, pre-service teachers appreciated the opportunity to teach in the schools. In general, careful goal setting, collaboration between the participants, and guidance by teacher educators during the initiation of the project were found to te crucial to the further success of the project. The results highlight a need for further research in order to better meet to the challenges of team teaching, inquiry-based instruction, and integrative teaching. The designed model was developed between the cycles and must be further developed in the future, especially in terms of supporting collaboration and clarifying theoretical concepts during the project.",
    keywords = "516 Educational sciences, teacher professional development, team teaching, inquiry approach, science education",
    author = "Anttoni Kervinen and Anna Uitto and Arja Kaasinen and P{\"a}ivi Portaankorva-Koivisto and Kalle Juuti and Merike Kesler",
    year = "2016",
    language = "English",
    volume = "4",
    pages = "67--86",
    journal = "LUMAT: Luonnontieteiden, matematiikan ja teknologian opetuksen tutkimus ja k{\"a}yt{\"a}nt{\"o}",
    issn = "2323-7112",
    publisher = "Valtakunnallinen LUMA-keskus, Matemaattis-luonnontieteellinen tiedekunta, Helsingin yliopisto",
    number = "2",

    }

    TY - JOUR

    T1 - Developing a Collaborative Model in Teacher Education – An Overview of a Teacher Professional Development Project

    AU - Kervinen, Anttoni

    AU - Uitto, Anna

    AU - Kaasinen, Arja

    AU - Portaankorva-Koivisto, Päivi

    AU - Juuti, Kalle

    AU - Kesler, Merike

    PY - 2016

    Y1 - 2016

    N2 - The article discusses the development of an educational model intended to support teachers’ professional development in science education. In this research and development project, LumaLähetit, pre-service teachers, in-service teachers, and teacher educators formed teams to collaboratively plan teaching and produce material for inquiry-based and integrative science instruction in primary schools. The results are based on three design cycles of the model. Thus far, ten schools, 24 in-service teachers, 30 pre-service teachers, and 560 pupils have participated. The results, which are based on the qualitative content analysis of participants’ open answers to a questionnaire, indicate that the developed collaborative model for science education supported pre-service teachers and in-service teachers’ professional development in many ways. Several processes mediating the embodiment of the designed model were identified, especially during the second or third design cycles. Participants reflected on theory and practice. They experienced increased knowledge about inquiry and integrative approaches, collaborated in teams to some extent, and found this to be supportive during the project. Also, pre-service teachers appreciated the opportunity to teach in the schools. In general, careful goal setting, collaboration between the participants, and guidance by teacher educators during the initiation of the project were found to te crucial to the further success of the project. The results highlight a need for further research in order to better meet to the challenges of team teaching, inquiry-based instruction, and integrative teaching. The designed model was developed between the cycles and must be further developed in the future, especially in terms of supporting collaboration and clarifying theoretical concepts during the project.

    AB - The article discusses the development of an educational model intended to support teachers’ professional development in science education. In this research and development project, LumaLähetit, pre-service teachers, in-service teachers, and teacher educators formed teams to collaboratively plan teaching and produce material for inquiry-based and integrative science instruction in primary schools. The results are based on three design cycles of the model. Thus far, ten schools, 24 in-service teachers, 30 pre-service teachers, and 560 pupils have participated. The results, which are based on the qualitative content analysis of participants’ open answers to a questionnaire, indicate that the developed collaborative model for science education supported pre-service teachers and in-service teachers’ professional development in many ways. Several processes mediating the embodiment of the designed model were identified, especially during the second or third design cycles. Participants reflected on theory and practice. They experienced increased knowledge about inquiry and integrative approaches, collaborated in teams to some extent, and found this to be supportive during the project. Also, pre-service teachers appreciated the opportunity to teach in the schools. In general, careful goal setting, collaboration between the participants, and guidance by teacher educators during the initiation of the project were found to te crucial to the further success of the project. The results highlight a need for further research in order to better meet to the challenges of team teaching, inquiry-based instruction, and integrative teaching. The designed model was developed between the cycles and must be further developed in the future, especially in terms of supporting collaboration and clarifying theoretical concepts during the project.

    KW - 516 Educational sciences

    KW - teacher professional development

    KW - team teaching

    KW - inquiry approach

    KW - science education

    M3 - Article

    VL - 4

    SP - 67

    EP - 86

    JO - LUMAT: Luonnontieteiden, matematiikan ja teknologian opetuksen tutkimus ja käytäntö

    JF - LUMAT: Luonnontieteiden, matematiikan ja teknologian opetuksen tutkimus ja käytäntö

    SN - 2323-7112

    IS - 2

    ER -