Learning from professional development: a case study of the challenges of enacting productive science discourse in the classroom

• Published in: Professional development in education Vol. 44; no. 5; pp. 721 - 737
• Main Authors: Gomez Zaccarelli, Florencia, Schindler, Ann-Kathrin, Borko, Hilda, Osborne, Jonathan
• Format: Journal Article
• Language: English
• Published: Routledge 20-10-2018
• Subjects: science argumentation; Science discourse; teacher professional development; teaching practices
• ISSN: 1941-5257; 1941-5265
• DOI: 10.1080/19415257.2017.1423368

Instructional practices to support scientific argumentation in the classroom require that teachers implement specific strategies that can be learned in teacher professional development (TPD). However, despite existing knowledge about effective TPD, little is known about classroom implementation of practices learned through TPD. This study examines one teacher's enactment of productive discourse in teaching science and her perceptions of her participation in a practice- and video-based TPD program addressing productive science discourse. Using five video observations from the teacher's lessons before and after participating in TPD, we document her changes in enacting practices that support classroom scientific discourse and argumentation. This analysis focused on talk formats, activities, and teacher moves. Interviews before and after TPD participation were also analyzed. After participating in TPD, the teacher included talk formats in her science lessons that privileged interaction, implemented activities that provided opportunities for discussions, and enacted teacher moves that supported student engagement in science discourse. The teacher's beliefs about science learning were aligned with the project and predisposed her to change her teaching approach, where possible, from teacher-centered to student-centered. Findings in this study show that teachers can change their instructional practices and increase students' opportunities to engage in science discourse.