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1. Designing a Workshop to Support Teacher Customization of Curricula

   Bradford, Allison; Bichler, Sarah; Linn, Marcia C. (January 2021, Computersupported collaborative learning)

   de Vries, E; Hod, Y.; Ahn, J. (Ed.)

   We report on design-based research to refine a professional development workshop that supports teachers to customize online curricula. We iteratively design representations to make the knowledge integration pedagogy of the curricula visible. We study ways to make the work of students using the curricula actionable for participating teachers. We analyze participants’ trajectories across the three iterations of the workshop. Initially, when participants realized they could customize the online curriculum, they developed feelings of ownership. Then, as participants deepened their understanding of the pedagogy, they began to use it to evaluate their own instruction. The trajectory culminated in participants connecting the pedagogy to student work from their own classroom. This led to a shift from focusing on remedies for misconceptions to seeking opportunities for building on students’ nascent ideas when customizing. The workshop refinements empowered teachers to mobilize the pedagogy to interpret their students' work to inform their customization decisions. 

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2. Supporting Teacher Self-efficacy and TPACK: Teaching Louisiana Wetlands Using Virtual Field Trips

   Olokunde, Temitope; Jones, Nastassia N. (March 2023, Proceedings of Society for Information Technology & Teacher Education International Conference)

   Langran, E.; Christensen, P.; Sanson, J. (Ed.)

   Education about natural environments and their connection to ecosystems has the potential to foster environmental literacy and stewardship. Fostering environmental awareness in students helps them to learn about STEM topics in nature through hands-on classroom lessons with immersive experiences. Virtual reality technology serves as an educational tool that provides immersive learning experiences, which makes it relevant to developing environmental knowledge. This study focuses on Louisiana’s natural environment, particularly the Louisiana wetlands that exist near communities with little to no STEM training opportunities for teachers and students in K-12 schools. A virtual reality themed professional development program was established in Louisiana, to equip STEM teachers with virtual reality skills to immerse students into simulated field experiences of Louisiana wetlands. Integrating virtual reality technology into the teaching of Louisiana wetlands, helps put STEM concepts in a real-world context that is relatable to teachers and students living in these areas. This study draws insight from the teachers’ learning experiences as they participated in the professional development program. 

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3. I will survive: Teachers reflect on motivations to remain in education amidst a global pandemic

   https://doi.org/10.1002/tea.21831  

   Wright, Diane S.; Weinberg, Andrea E.; Sample McMeeking, Laura B.; Lin Hunter, Danielle E.; Balgopal, Meena M. (November 2022, Journal of Research in Science Teaching)

   Abstract As the pandemic began to disrupt school systems in March 2020, teachers were expected to quickly modify their instructional approaches. We recruited science, technology, engineering, and mathematics teachers who were recipients of National Science Foundation scholarships based on their high‐quality academic record and commitment to working in high‐needs school districts to participate in a longitudinal survey study. Participants (n = 153) graduated from universities or colleges in the Mountain West or western region of the Midwest. Through a series of three surveys administered throughout 2020 to all participants and follow‐up focus group interviews with a subset (n = 42) in early 2021, we examined participants' perceptions and beliefs about the educational system's response to COVID‐19. Participants perceived that the continuation of instructional delivery was the highest priority and that their professional needs were the lowest priority. Most participants believed the actions taken by school districts and schools to be negative or neutral. Participants were categorized by years of experience (preservice 0, novice 1–3, early career 4–5, and master 6+) to compare their perceptions of success and intentions to continue teaching. Participants perceived that their level of success increased with years of professional experience prior to the pandemic, but all participants reported feeling less successful during the pandemic. Despite participants' negative beliefs about the school response and perceived low levels of success, they intended to remain in the classroom short‐term but not necessarily long term. We recommend that teacher educators and administrators (1) help teachers develop their personal knowledge and skills for use in the classroom, especially considering the national shortage of science (and STEM, broadly) teachers in high‐needs districts and (2) develop proactive plans for responding to unexpected crises on large scales, as well as those limited to a particular region. 

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4. Facilitating collaborative inquiry into practice around artifacts of mathematics teaching

   https://doi.org/10.1007/s10857-024-09649-z  

   Ebby, Caroline_B; Hess, Brittany; Pecora, Lizzy; Valerio, Jennifer (August 2024, Journal of Mathematics Teacher Education)

   Abstract Although there has been increasing attention to the importance of teacher agency in professional development, there has been little attention to what it takes to facilitate collaborative work that both centers teachers’ assets and expertise and leads to productive learning. This paper presents a framework for focused and responsive facilitation of productive discourse around instructional practice in teacher learning communities. Drawing on a situative perspective, we trace the development of six novice teacher leaders as they were mentored to lead online collaborative lesson design groups focused on analyzing artifacts of K-8 mathematics instruction in a large urban district in the US. Our framework articulates how leaders facilitated the discussions in ways that both built on teacher knowledge, experiences, and contributions while also focusing on professional learning goals. Our analysis also shows how rich learning opportunities were co-constructed and sustained by the mentors, teacher leaders, and participants in each group over time. Through narrative descriptions of one group, we show how the teacher participants began to take on some of the facilitation practices themselves as they apprenticed into the practices of the community. This approach to professional learning positions teachers’ experience and knowledge as important assets while supporting them to try out and reflect on new classroom practices. 

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5. It’s about time: perceived barriers to in-service teacher climate change professional development

   https://doi.org/10.1080/13504622.2021.1909708  

   Ennes, Megan; Lawson, Danielle F; Stevenson, Kathryn T; Peterson, M Nils; Jones, M Gail (May 2021, Environmental Education Research)

   The pressing nature of climate change and its associated impacts requires a climate literate citizenry. Climate change education in K-12 settings may provide a unique opportunity to make inroads towards climate literacy. However, many K-12 teachers avoid teaching climate change because they are uncomfortable with the subject or do not see its relevance to their curriculum. Removing barriers to climate change professional development (CCPD) for teachers may help increase confidence in teaching about climate change. To understand the perceived barriers to participating in CCPD, a survey was conducted with 54 middle school science teachers who did not respond to a previous invitation to participate in a CCPD program. The most significant barrier was time to participate. The participants were also asked to rate their confidence about whether climate change is happening. The results were compared between teachers who were confident climate change was happening and those who were not to examine whether these beliefs influenced teachers’ perceptions of barriers. Those who were confident climate change was happening were less likely to perceive administrative support, interest in the workshop, and knowledge of climate change content as barriers. However, both groups of teachers reported that time was the primary barrier rather than the topic. This suggests that, rather than developing unique strategies, existing best practices in teacher professional development can be used to support CCPD opportunities. Additional recommendations include thinking creatively about how to create time for teachers to attend and making the professional development directly relevant to teacher’s local contexts. 

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