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| Formato: | Artículo científico |
| Lenguaje: | en |
| Publicado: |
Arizona State University
2014
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| Materias: | |
| Acceso en línea: | https://www.redalyc.org/articulo.oa?id=275031898074 |
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- De-Marginalizing Science in the Elementary Classroom by Coaching Teachers to Address Perceived Dilemmas Alissa Berg Felicia Moore Mensah Educación dilemmas Science coach elementary science professional development This study identifies and explores the dilemmas experienced by three first-grade teachers in teaching elementary school science. The impact of coaching and teachers’ career stages on how teachers reconcile their dilemmas was examined. Results of this comparative case study indicate teachers perceived tensions between focusing instructional practice on science versus the other school subjects, tensions between their responsibility to teach science and their lack of a science background, and tensions between using their curriculum as a script, supplement, starting point, or not all. Participants reconcile their common dilemmas in different ways. Extent of teaching experience; comfort level with teaching reading, writing, and mathematics; and the sense of accountability teachers feel to teach science are related to how effectively dilemmas are addressed. The amount of time spent with the science coach-researchers is tied to the amount of time science is taught and the extent to which teachers address dilemmas in reform-oriented ways. 2014 artículo científico 1068-2341 https://www.redalyc.org/articulo.oa?id=275031898074 en http://www.redalyc.org/revista.oa?id=2750 Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas application/pdf Arizona State University Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas (Estados Unidos de América) Vol.22