Advertisement

An Exploratory Study of Teacher Development in the Implementation of Integrated Science Curriculum

  • Bing Wei
Article
  • 53 Downloads

Abstract

This paper reports an empirical study of teacher development in the process of implementing an integrated science curriculum in a junior high school in China. Six science teachers with different subject backgrounds were invited to participate in this study. A pragmatic model of teacher learning that includes both cognitive and situated-learning perspectives was adopted with a focus on the professional, social and personal aspects of science teacher development. The data were collected from multiple sources, including in-depth interviews, direct classroom observations and participation in science teachers’ regular working meetings. The data analysis shows that the participants experienced various changes in the following aspects during the implementation of the integrated science curriculum: (1) updating science content knowledge; (2) reshaping the conception of science teaching; (3) establishing relationship with students; and (4) enhancing collegial interactions. The last part of this paper discusses these finding in the context of the literature on integrated science curricula and science teacher development.

Keywords

Integrated science Teacher learning Teacher development Implementation of science curriculum 

References

  1. Akkerman, S. F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81(2), 132–169.CrossRefGoogle Scholar
  2. Anderson, R. D., & Mitchener, C. P. (1994). Research on science teacher education. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 3–44). New York: Macmillan.Google Scholar
  3. Avraamidou, L. (2014). Studying science teacher identity: current insights and future research directions. Studies in Science Education, 50, 145–179.CrossRefGoogle Scholar
  4. Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession. Handbook of policy and practice (pp. 3–32). San Fransisco: Jossey-Bass.Google Scholar
  5. Beane, J. A. (2000). Curriculum integration: designing the core of democratic education. New York: Teachers College Press.Google Scholar
  6. Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107–128.CrossRefGoogle Scholar
  7. Bell, B. (1998). Teacher development in science education. In B. J. Fraser & K. J. Tobin (Eds.), International handbook of science education (pp. 681–693). Dordrecht: Kluwer Academic Publishers.CrossRefGoogle Scholar
  8. Bell, B., & Gilbert, J. (1996). Teacher development: a model from science education. London: RoutledgeFalmer.Google Scholar
  9. Blum, A. (1991). Integrated science studies. In A. Lewy (Ed.), The international encyclopedia of curriculum (pp. 163–168). New York: Pergamon Press.Google Scholar
  10. Bolam, R. (2000). Emerging policy trends: some implications for continuing professional development. Journal of In-service Education, 26(2), 267–280.CrossRefGoogle Scholar
  11. Borko, H. (2004). Professional development and teacher learning: mapping the terrain. Educational Researcher, 33, 3–15.CrossRefGoogle Scholar
  12. Charmaz, K. (2006). Constructing grounded theory: a practical guide through qualitative analysis. London: Sage Publications.Google Scholar
  13. Clark, D. C., & Clark, S. N. (1994). Meeting the needs of young adolescents. Schools in the Middle, 4(1), 4–7.Google Scholar
  14. Coffield, F. (2000). Introduction: a critical analysis of the concept of a learning society. In F. Coffield (Ed.), Differing visions of a learning society (pp. 1–38). Bristol: Policy Press.Google Scholar
  15. Crane, S. (1991). Integrated science in a restructured high school. Educational Leadership, 49(2), 39–41.Google Scholar
  16. Creswell, J. W. (2013). Qualitative inquiry research design: choosing among five approaches (3rd edition). London: SAGE.Google Scholar
  17. Davis, K. S. (2001). “Change is hard”: what science teachers are telling us about reform and teacher learning of innovative practices. Science Education, 87, 3–30.CrossRefGoogle Scholar
  18. Ding, B. (2015). Science teacher education in mainland China. In R. Gunstone (Ed.), Encyclopedia of science education (pp. 917–924). New York: Springer.CrossRefGoogle Scholar
  19. Franser, C., Kennedy, A., Reid, L., & Mckinney, S. (2007). Teachers’ continuing professional development: contested concepts, understandings and models. Journal of In-service Education, 33, 153–169.CrossRefGoogle Scholar
  20. Fullan, M. (1993). Change forces: probing the depths of educational reform. London: Falmer.Google Scholar
  21. Goodson, I. (1993). School subjects and curriculum change: Studies in curriculum history (3rd ed.). Washington, DC: Falmer Press.Google Scholar
  22. Hargreaves, A. (1994). Changing teachers, changing times: teachers’ work and culture in the postmodernage. London: Cassell.Google Scholar
  23. Harrell, P. E. (2010). Teaching an integrated science curriculum: linking teacher knowledge and teaching assignments. Issues in Teacher Education, 19(1), 145–165.Google Scholar
  24. Hoban, G. (2002). Teaching learning for educational change. Buckingham. UK: Open University Press.Google Scholar
  25. Hobbs, L. (2012). Examining the aesthetic dimensions of teaching: relationships between teacher knowledge, identity and passion. Teaching and Teacher Education, 28, 718–727.CrossRefGoogle Scholar
  26. Hobbs, L. (2013). Teaching 'out-of-field' as a boundary-crossing event: factors shaping teacher identity. International Journal of Science and Mathematics Education, 11(2), 271–297.CrossRefGoogle Scholar
  27. Little, J. W. (1993). Professional community in comprehensive high schools: the two worlds of academic and vocational teachers. In J. W. Little & M. W. McLaughlin (Eds.), Teachers’ work: Individuals, colleagues, and contexts (pp. 137–163). New York: Teachers College Press.Google Scholar
  28. Luft, J. A., & Hewson, P. W. (2014). Research on teacher professional development programs in science. In S. K. Abell & N. Lederman (Eds.), Handbook of research in science education (pp. 889–909). NY: Routledge.Google Scholar
  29. Maxwell, J. A. (2013). Qualitative research design: an interactive approach (3 rd ed.). Thousand Oaks, CA: Sage.Google Scholar
  30. Ministry of Education (MoE). (2001). Science curriculum standards (7-9grades) of full-time compulsory education (trial version). Beijing: Beijing Normal University (in Chinese).Google Scholar
  31. Ministry of Education (MoE). (2011). Science curriculum standards of compulsory education (2011 version). Beijing: Beijing Normal University (in Chinese).Google Scholar
  32. National Research Council (NRC). (1996). National science education standards. Washington, DC: Author.Google Scholar
  33. National Research Council (NRC). (2012). A science framework for K-12 science education: practices, crosscutting concepts, and core ideas. In Washington. D.C.: The National Academies Press.Google Scholar
  34. Nordine, J., Krajcik, J., & Fortus, D. (2011). Transforming energy instruction in middle school to support integrated understanding and future learning. Science Education, 95(4), 670–699.CrossRefGoogle Scholar
  35. Rogers, G. (2011). Learning-to-learn and learning-to-teach: the impact of disciplinary subject study on student-teachers’ professional identity. Journal of Curriculum Studies, 43, 249–268.CrossRefGoogle Scholar
  36. Ross, A., & Hogaboam-Gray, A. (1998). Integrated mathematics, science, and technology: effects on students. International Journal of Science Education, 20(9), 1119–1135.CrossRefGoogle Scholar
  37. Simon, S., & Campbell, S. (2012). Teacher learning and professional development in science education. In B. J. Fraser, T. Tobin, & C. McRobbie (Eds.), Second international handbook of science education (pp. 307–321). Dordrecht, The Netherlands: Springer.CrossRefGoogle Scholar
  38. Strauss, A., & Corbin, J. (1998). Basics of qualitative research (2nd Ed.). Thousand Oaks, CA: Sage.Google Scholar
  39. Sun, D., Wang, Z. H., Xie, W. T., & Boon, C. C. (2014). Status of integrated science instruction in junior secondary schools of China: an exploratory study. International Journal of Science Education, 36(5), 808–838.CrossRefGoogle Scholar
  40. van Driel, J. H., Beijaard, D., & Verloop, N. (2001). Professional development and reform in science education: the role of teachers' practical knowledge. Journal of Research in Science Teaching, 38(2), 137–158.CrossRefGoogle Scholar
  41. Venville, G. J., Wallace, J., Rennie, L. J., & Malone, J. A. (2002). Curriculum integration: eroding the high ground of science as a school subject. Studies in Science Education, 37(1), 43–83.CrossRefGoogle Scholar
  42. Wallace, J., & Loughran, L. (2012). Science teaching learning. In B. J. Fraser, T. Tobin, & C. McRobbie (Eds.), Second international handbook of science education (pp. 295–306). Dordrecht, The Netherlands: Springer.CrossRefGoogle Scholar
  43. Wei, B. (2009). In search of meaningful integration: the experiences of developing integrated science curricula in junior secondary schools in China. International Journal of Science Education, 31(2), 259–277.CrossRefGoogle Scholar
  44. Wei, B. (2015). Integrated science. In: R. Gunstone (ed.), Encyclopedia of science education (pp. 527–529). New York: Springer.CrossRefGoogle Scholar
  45. Yoon, S. Y., Dyehouse, M., Lucietto, A. M., Diefes-Dux, H. A., & Capobianco, B. M. (2014). The effects of integrated science, technology, and engineering education on elementary students’ knowledge and identity development. School Science and Mathematics, 114(8), 380–391.CrossRefGoogle Scholar

Copyright information

© Springer Nature B.V. 2018

Authors and Affiliations

  1. 1.University of MacauMacauPeople’s Republic of China

Personalised recommendations