Journal article
How do on-site teacher educators approach professional development? A study of insider/outsider hybridity
Pedagogies (Mahwah, N.J.), Vol.19(4), pp.577-595
10/2024
DOI: 10.1080/1554480X.2023.2276772
Abstract
In-service professional development is important for improving teaching. However, little research has examined how the roles, beliefs, and backgrounds of the individuals providing professional development can best be leveraged to create effective professional development programmes. A particularly understudied group are community-based On-Site Teacher Educators (OSTEs) who can serve as the bridge between university-based faculty and school employees. OSTEs are aware of the realities of classroom spaces, yet work outside of them, giving them a hybrid capacity to support teacher learning. In this exploratory qualitative multiple case study, the perspectives and practices of three OSTEs are examined as they supported elementary science teachers (n = 119) in multi-year professional development. Findings indicate that OSTEs have strong alignment between their professional development practices and their beliefs about knowledge and learning. OSTEs revealed that they are introspective about managing the gap between university faculty and classroom teachers. Cross-case analysis revealed that OSTEs identify a tension between affirming teachers as professionals and productively challenging teachers’ assumptions. To address this, they use modelling, co-teaching, and dialogue inside a stance of teaching as intellectual work. In sum, this research suggests that professional development provided by OSTEs can lead to transformative change in schools.
Details
- Title: Subtitle
- How do on-site teacher educators approach professional development? A study of insider/outsider hybridity
- Creators
- Catherine Lammert - Texas Tech UniversityEric Antwi Akuoko - University of IowaJee Kyung Suh - University of AlabamaBrian Hand - University of IowaGavin Fulmer - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Pedagogies (Mahwah, N.J.), Vol.19(4), pp.577-595
- Publisher
- Taylor & Francis
- DOI
- 10.1080/1554480X.2023.2276772
- ISSN
- 1554-480X
- eISSN
- 1554-4818
- Grant note
- DOI: 10.13039/100000001, name: National Science Foundation, award: 1812576; DOI: 10.13039/100000001, name: National Science Foundation
- Language
- English
- Electronic publication date
- 11/06/2023
- Date published
- 10/2024
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984505060002771
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