Traditional default: identifying barriers that limit reform practice in biology classrooms

Loading...
Thumbnail Image
Date
2020-12
Journal Title
Journal ISSN
Volume Title
Publisher
University of Alabama Libraries
Abstract

This dissertation is a mixed methods study designed to identify specific characteristics of teachers who successfully implement reform teaching in science classrooms. Barriers of reform practice were also explored among groups of teachers who previously participated in professional development grounded in reform methods. Fifteen participants took part in the study. Data was collected using observation instruments, self-evaluations and interviews to establish a relationship between practice, Pedagogical Content Knowledge (PCK) and beliefs about teaching and learning. A baseline of reform practice was established using the Reform Teaching Observation Protocol (RTOP). This instrument was used to group the 15 participants based on observed reform practice. The RTOP further served as a diagnostic tool identifying differentiated practices among groups. The Science Teaching Efficacy Belief Instrument for In-service Teachers (STEBI-A), identified teachers’ beliefs about student learning. Interview data provided qualitative evidence which supported the findings. The results of this study identified five of the 15 participants as Active Learning teachers who proficiently implemented reform practices. These teachers shared a belief that their teaching practices impacted student learning. They identified their role in the classroom as a facilitator who promotes student discourse and who also creates an inclusive classroom culture. A major finding of this study is the identification of a skill that this researcher refers to as Facilitator Pedagogical Knowledge (Facilitator PK). Lack of Facilitator PK was observed as a barrier to reform teaching. The implications of this study suggest that professional development focused on Facilitator PK could increase the success of reform-based practice in science classrooms.

Description
Electronic Thesis or Dissertation
Keywords
Curriculum development
Citation