Presentation on theme: "Science teachers’ foreground for continued professional development Senior Lecturer Peer S. Daugbjerg, PhD Program for Mathematics and Science Education."— Presentation transcript:
Science teachers’ foreground for continued professional development Senior Lecturer Peer S. Daugbjerg, PhD Program for Mathematics and Science Education
Birger, age 47 years, 13 years as a teacher Program for Mathematics and Science Education … because that is what I miss sometimes at in-service training, that those who talk and teach, they know what they are dealing with. It is not always what you experience at our in-service training. I have been at many such in-service training, where I have heard what others think you should do, but it has never really been someone who knows what you should do. It is this that the present in-service training reflects, that here you have evidence for what you say. That is what I sometimes miss at in-service training, that there is evidence for the things that we do. Birger has changed to a teacher career fairly late after a career as a hardware dealer. He wanted to be a teacher when he left school. He has all along had an interest in science and nature. Now he is willing to change profession again, this time to teacher educator.
Background og foreground Background is based on experience, meaning that it is retrospective (Dewey). Foreground expresses a present future meaning, i.e. it is prospective (Skovsmose et al). Hypothesis: background as well as foreground affects teachers present participation in development and in- service training. Program for Mathematics and Science Education
Teachers life and work – an entanglement of experiences Settings – School, local community, everyday, … Continuity – Carrying something between past and present Relations – Pupils, colleagues, management, parents, own family, … (Dewey according Daugbjerg et al, under review) Program for Mathematics and Science Education Foreground adds future to continuity, relation and setting
Foreground - Within mathematics teaching it has been empirically established that pupils’ dispositions for engaging in learning and teaching originate from a dynamic relation between their lived experience and their expectations to the future (Skovsmose, 1994). - Learning is not seen as only an occuring activity but also a present understanding of a possible future (Daugbjerg et al, in press). Program for Mathematics and Science Education
Adult education Adult learning is connected to the participants’ expectations to the future benefit of the ongoing educational activity. (Düsterdich, 2009) Conceptualizing the participants interpretation as foreground in professional teacher development offers a coherent operationalization of relations between the teachers lived experience and their future expectations. Program for Mathematics and Science Education
A narrative approach … enables a deeper analysis of, among other things, hidden emotional experiences, experiences that hold central turning points and dilemmas of a human life story (Antoft & Thomsen, 2002). The given narratives can be combined to create many different versions of the person’s valid life story, but always representing the person as a subject in a text (Antoft & Thomsen, 2002). Program for Mathematics and Science Education
Saturating understanding through observations ‘the assessment of an individual’s knowledge should be based on how this person performs, and not on what this person says about his/her own performance or what he/she can and cannot do in artificial situations.’ (Traianou 2007, p.40) saturate insight in the teacher’s actual practice and his or her background for interpreting participation in in-service training. Program for Mathematics and Science Education
Participating teachers Program for Mathematics and Science Education Teacher alias Gender Birth year High school or similar finished Other training or employment prior to teacher training Start of teacher education Graduation as teacher In- service training program Jane♀19541974 1978A Erik♂19571977 1981B Laila♀19611981 1½ years study as Chemical engineer 19861991B, C Birger♂19651994Hardware dealer19941999B, C Simon♂19711990Laboratory worker19972001A, B Karl♂19791998Unskilled worker20012005D, C Poul♂19822002Unskilled worker20042008C
Poul, age 30 years, 4 years as a teacher Well, what you might see in the long run, that is perhaps, that there could be a bit more cooperation between schools in the municipality. In year 8 we get pupils from the neighbor school, then we discuss our year 7 planning, so what they learn in year 7 physics, should be the same they learn the other places in physics. So what we have as cooperation, that we might have some more, sharing knowledge like that, that I think is part of the present in-service training … that is what we shall use it for. Program for Mathematics and Science Education Poul has been goal- directed at becoming a science teacher and he wants to continue as such
Karl, age 33 years, 7 as a teacher Program for Mathematics and Science Education Well I expect, that and I think we agree on that, a general boosting of science and thinking it more integrated. We have a couple geography teachers, they, I can say this without insulting any, have to give up when we were talking about ways of working in science. We discussed it and they “hey, hey, hey I’m not following you. What do you mean by this? What models are you talking about?” It is nice to be able to talk about it and help them along also Karl has been goal-directed at becoming a science teacher. He wants to become science teaching guide.
Laila, age 51 years, 21 as teacher This in-service program is different, it doesn’t have the same calm pace, we are staggering behind at this school. At a former in-service program you had all these assignments, but it worked better. I feel I’m much behind, then they bring a lot of papers, I don’t get them read. I did that on the former in-service program, you had somehow more time, off course it was also a longer education. Program for Mathematics and Science Education
Laila, age 51 years, 21 as teacher... well for the time being we try to arrange all these meetings, but as we also are being merged with the neighbor school, then there is very, very, very many meetings at the moment. This we have to take into account, that we don’t drown people in something, so we try to make it as free takeaway science teaching, because what get for free you usually accept. Program for Mathematics and Science Education Laila has originally chosen teaching as a secure income after having broken of another education due to pregnancy. She has formerly been and would again like to be a special needs teacher, but is flexible in relation to the on-going school merge.
Diverse backgrounds and foregrounds – an entanglement of the personal and the professional Program for Mathematics and Science Education Experience (Background) Relations - Former and present collaboration Continuity -Extend former positive experiences -Sustain scepticism towards inservice training Settings -School merge -Own choice -Directed by manager Meaning (Foreground) Relations -Develop teacher collaboration -Colleague qualification and support Continuity -Learn more science -Continue as teacher -Become teacher educator Settings -Takeaway science teaching -School reform
Program for Mathematics and Science Education Conclusion Addressing the teachers foregrounds bring forward different and individual intentions of the participating teachers. Awareness of such differences can help in understanding why teachers do not responds as expected to in-service training. The differences should be dealt with pedagogically so that in-service program planners acknowledge this difference and addresses it directly.
Dialogue Questions and comments Program for Mathematics and Science Education