The School-University Intersection as a Professional Learning Arena: Evaluation of a Two-Year Action Research Project

Autor/inn/en	Kellner, Eva; Attorps, Iiris
Titel	The School-University Intersection as a Professional Learning Arena: Evaluation of a Two-Year Action Research Project
Quelle	In: Teacher Development, 24 (2020) 3, S.366-383 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Attorps, Iiris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2020.1773522
Schlagwörter	College School Cooperation; Program Evaluation; Action Research; Biology; Science Instruction; Mathematics Instruction; Elementary School Science; Elementary School Mathematics; Foreign Countries; Faculty Development; Teacher Attitudes; Communities of Practice; Program Implementation; Educational Practices; Program Effectiveness; Elementary School Teachers; Pedagogical Content Knowledge; Sweden + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Projektforschung; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Ausland; Lehrerverhalten; Community; Bildungspraxis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Schweden
Abstract	This article presents the evaluation of a two-year action research project in biology and mathematics teaching involving a primary school and a university in Sweden. The aim of the study was to contribute knowledge about a school-university intersection as a professional learning arena. The teachers' conceptions about the project implementation, the impact on their learning, teaching practices and pupil learning were made explicit by focus group interview. The evaluation revealed that several motivating factors in this specific learning community -- the relevance of the project and connection to the continuing education course, mentors from university, planning tools and time for collaboration -- were critical for project implementation and for professional learning to occur. Furthermore, it indicated how teacher learning and teaching practices were related to pupil learning in the professional learning community. The results are also discussed in the light of new research on teachers' work identity and self-reported health. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01