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Abstract Title: Changing Roles and Identities in a Teacher-Driven Professional Development Community
Abstract: In a climate where teachers feel de-professionalized at the hands of regulations, testing, and politics, it is vital that teachers become empowered both in their own teaching and as agents of change. This physics education research study investigates the "Streamline to Mastery" (S2M) professional development program, in which the teachers engage in action research while designing future professional development opportunities for themselves and for fellow teachers. The research reported here describes the process of empowerment through changes in roles and identities over time. Videotaped data were analyzed to glean insight in language, practice, and participation shifts as secondary physical science teachers participated and formed the S2M community and engaged in their own classroom research. Implications for the role of PER in teacher professional development and teacher preparation will be discussed. This research is partially funded by the NSF DUE grant #934921.
Abstract Type: Contributed Poster

Contributed Poster

Contributed Poster: Download the Contributed Poster

Author/Organizer Information

Primary Contact: Ben Van Dusen
CU Boulder
Co-Author(s)
and Co-Presenter(s)
Ben Van Dusen, Mike Ross, Sam Sherman, and Valerie Otero (CU Boulder)