This paper is part of the special issue on Teacher Learning and Practice within Organizational Contexts. Shifting instructional practices in elementary schools to include more equitable, reform‐based pedagogies is imperative for supporting students’ development as science learners. Teachers need high quality professional development (PD) to learn such practices, but research shows considerable variability in the extent to which teachers implement instructional practices learned during PD. Individual teacher characteristics such as self‐efficacy may influence teacher learning during PD, but only account for part of the variability. The organizational conditions of teachers’ schools and districts may also play a key role in teachers’ implementation of new instructional practices. However, because systematic research in this area in science education is still nascent, it is difficult for districts and PD providers to address organizational barriers to professional learning. To meet this need, we conducted an explanatory mixed‐methods study using surveys (
This content will become publicly available on May 1, 2025
- Award ID(s):
- 1813012
- NSF-PAR ID:
- 10526228
- Publisher / Repository:
- Science Education
- Date Published:
- Journal Name:
- Science Education
- Volume:
- 108
- Issue:
- 3
- ISSN:
- 0036-8326
- Page Range / eLocation ID:
- 701 to 733
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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