Literacy Skills and Science Learning

The ability to do science and engage in literacy practices – listening, talking, reading, and writing either individually or in combinations – is important for science learning and for developing scientific literacy. Scientists examine phenomena, propose

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Researching Practitioner Inquiry as Professional Development Voices from the Field of Science Teaching

Researching Practitioner Inquiry as Professional Development

Rose M. Pringle

Researching Practitioner Inquiry as Professional Development Voices from the Field of Science Teaching

Rose M. Pringle College of Education, School of Teaching and Learning University of Florida Gainesville, FL, USA

ISBN 978-3-030-59549-4    ISBN 978-3-030-59550-0 (eBook) https://doi.org/10.1007/978-3-030-59550-0 © Springer Nature Switzerland AG 2020 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland

This book is dedicated to George, George Junior, and Johanna as well as Renee and Mark. Keegan and Kaila, may you always have the best teachers!

Preface

There are numerous texts on the market that describe the process and procedures for conducting practitioner or teacher inquiry. There are also many texts on professional development (PD) in general that have, as the primary goal, the promotion of teachers’ learning and improved pedagogical practices. This book, Researching Practitioner Inquiry as Professional Development: Voices from the Field of Science Teaching, strategically presents the authentic voices of middle school science teachers validating the use of teacher inquiry in facilitating their learning and in shaping their classroom practices. Practitioner or teacher inquiry is teachers’ intentional involvement as researchers steeped in the systematic study of their own teaching practices. The impetus for making inquiries into their own practices emerges from a place of concern for students’ learning and the teachers’ desire to make the necessary pedagogical adjustments. This book is about middle school s