Rebecca Schneider

Supporting Science Teacher Learning: The Role of Educative Curriculum Materials

Science education is the focus of many reform efforts. Specifically, reformers are suggesting teachers utilized inquiry based, student centered instructional practices that will facilitate students’ construction of knowledge. Embedded technology use to support students in a deeper understanding of fewer topics is encouraged. In addition, reforms based on these recommendations are being attempted on a large scale. Many states and school districts have made science education a part of their overall effort to improve instruction for students in their schools. However, reform-based curriculum designed to support students’ construction of knowledge in science through inquiry relies on teachers to fulfill this vision for our students. For many teachers this will mean substantial changes in instructional practices. Since what teachers do in their classrooms depends largely on their knowledge, teachers will need to learn a great deal to be able to enact reform-based curriculum (Borko & Putnam, 1996; Wallace & Louden, 1998). Teachers, like other learners, will need supports. Educative curriculum materials, curriculum materials designed to address teacher learning as well as student learning, is one potential vehicle to support teacher learning on a large scale (Ball & Cohen, 1996). Our work is embedded in an ongoing urban systemic initiative of a large public school district to reform science and mathematics education. As part of this effort, science curriculum materials were developed that were consistent with social constructivist ideas, addressed national and local goals for student learning and educative for teachers.

Opportunities for Teacher Learning during Enactment of Inquiry Science Curriculum Materials: Exploring the Potential for Teacher Educative Materials.

The development of curriculum materials that are also educative for teachers has been proposed as a strategy to support teachers learning to teach inquiry science. In this study, one seventh-grade teacher used five inquiry science units with varying support for teachers over a two-year period. Teacher journals, interviews, and classroom videotape were collected. Analysis focused on engagement in planning and teaching, pedagogical content knowledge, and the match to teacher learning needs. Findings indicate that this teacher’s ideas developed as she interacted with materials and her students. Information about student ideas, task- and idea-specific support, and model teacher language was most helpful. Supports for understanding goals, assessment, and the teacher’s role, particularly during discussions and group work, were most needed.

Mentoring New Mentors: Learning to Mentor Preservice Science Teachers

Becoming a science teacher is a challenging and long-term process. Beginning with preservice education and continuing into the first few years of teaching, novices need to develop the knowledge and skills necessary to impact student learning. In addition, they need to learn how to become a productive and capable member of their profession. One approach used to support new members is to assign experienced members of the profession as mentors. The idea is that experienced members will be able to give novices the support they need to be successful in their new roles. Mentoring programs for teachers, however, frequently focus on the needs of new science teachers in their first few years of full-time teaching. These programs are facilitated by schools to support their newly hired science teachers and encourage retention. But mentors can also play an invaluable role in guiding preservice candidates in learning to teach science. In addition, mentors are often selected based on their experience and skill in teaching science; however, teaching expertise alone does not ensure that a science teacher will know how to effectively mentor a novice science teacher. New mentors, like other novices, can benefit from support as they learn how to guide new science teachers. New mentors need structured educational experiences with candidates that are based on ideas about how teachers learn, what mentors need to know, and what role mentors can play in science teacher education.

Science Teacher Educators as a Community of Practice

As a community focused on ensuring excellence in science teacher education, most of us would identify ourselves as science teacher educators. This is, in part, because we teach methods courses, oversee field experiences, and provide professional development for science teachers; but, not everyone who contributes to teacher education would call themselves a teacher educator. For instance, most K-12 classroom teachers or college science faculty would not label themselves as teacher educators, even though they are important educators of teachers. In addition, science teacher education has attracted the attention of college deans, school principals, and community leaders as part of a national emphasis on improving science, technology, engineering, and mathematics (STEM) education. These people also are not likely to consider themselves to be science teacher educators. In this editorial letter, I propose a framework for thinking about what defines us as science teacher educators so we can think more clearly about how to encourage active participation from a broader membership and guide the efforts of our potential partners in improving science teacher education.