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Journal of Science Teacher Education

, Volume 23, Issue 6, pp 621–649 | Cite as

Science Teachers’ Meaning-Making When Involved in a School-Based Professional Development Project

  • Birgitte Lund NielsenEmail author
Article

Abstract

A group of teachers’ meaning-making when they are collaboratively analyzing artifacts from practice in local science classrooms in a school-based professional development (PD) project is examined through repeated interviews and represented as meaning-making maps. The interpretation of the teachers’ meaning-making includes both their reference to outcomes from the project and their expressed ideas about teaching and learning of science. All four teachers refer to experiences from experimenting in their classrooms and interpret the collected artifacts in relation to students’ learning. Furthermore, they all felt encouraged to continue collaboration around science. During the interviews, the teachers emphasize various elements apparently connected to concrete challenges they each experience in their professional work. Implications in relation to the design of PD are discussed.

Keywords

Professional development Teacher meaning-making In-service teacher education Teacher learning Artifacts from practice 

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Copyright information

© The Association for Science Teacher Education, USA 2012

Authors and Affiliations

  1. 1.Centre for Science EducationAarhus University and VIA University CollegeAarhus C.Denmark

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