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Palgrave Macmillan

Science Education and Teacher Professional Development

Combining Learning with Research

  • Book
  • © 2021

Overview

Authors:
  1. Elizabeth A. C. Rushton

    1. King’s College London, London, UK

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  • Reconceptualises subject-focused and research-led teacher professional development
  • Examines how teachers can develop a 'teacher scientist' identity
  • Draws on the experiences of 50 high school teachers who participated in research with students

Part of the book series: Palgrave Studies in Alternative Education (PSAE)

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Table of contents (10 chapters)

  1. Front Matter

    Pages i-xxi
    Download chapter PDF

  2. Science Education and Teacher Professional Development

    • Elizabeth A. C. Rushton
    Pages 1-32

  3. Science Teacher Identity

    • Elizabeth A. C. Rushton
    Pages 33-59

  4. Research Approach, Context, Methods and Results

    • Elizabeth A. C. Rushton
    Pages 61-80

  5. Freedom to Teach

    • Elizabeth A. C. Rushton
    Pages 81-106

  6. (Re)connection with Science/Research

    • Elizabeth A. C. Rushton
    Pages 107-127

  7. Collaboration

    • Elizabeth A. C. Rushton
    Pages 129-149

  8. Professional Development

    • Elizabeth A. C. Rushton
    Pages 151-179

  9. Student and Societal Development Through Research

    • Elizabeth A. C. Rushton
    Pages 181-203

  10. A Model of the Teacher Scientist Identity

    • Elizabeth A. C. Rushton
    Pages 205-225

  11. Developing Professional Practice as a Teacher Scientist

    • Elizabeth A. C. Rushton
    Pages 227-248

  12. Back Matter

    Pages 249-256
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Keywords

About this book

This book presents a radical reconceptualization of subject-focused and research-led teacher professional development. Drawing on the experiences of more than 50 high school teachers and technicians who participated in science-based research with their students, the author examines how this enables teachers to develop a ‘Teacher Scientist’ model of professional identity. Through active participation in research, science teachers and technicians can implement socially just approaches to education, where students’ differences are valued and, through research, their social and academic development is supported. Central to the ‘Teacher Scientist’ identity is the development of, and sustained interaction with, complex and collaborative professional networks which include researchers, university-staff and teachers and students in other schools. In the context of persistent recruitment and retention challenges, the ‘Teacher Scientist’ model provides a research-led approach which may offer analternative to strategies focused on financial incentives.

Authors and Affiliations

  • King’s College London, London, UK

    Elizabeth A. C. Rushton

About the author

Elizabeth A.C. Rushton is Lecturer in Geography Education at King’s College London, UK. She has worked within education as a high school teacher, and as Director of Evaluation for an education charity that supports school student participation in STEM research. Her research considers young people’s experience of science in formal and informal settings and teacher professional development through collaborations with researchers and mentoring school student research.

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