Mechanisms of Professional Learning for 3D Science Teaching in Rural Schools
With the widespread adoption of the Next Generation Science Standards, there is a growing need for professional development to support science teachers. This study examines how rural science teachers in a western U.S. state developed their knowledge and implementation of three-dimensional (3D) science teaching through a year-long professional learning program.
Using data from interviews, classroom observations, and online collaborative meetings, findings show that teachers improved their 3D teaching practices over multiple cycles of technology-mediated lesson study. Growth occurred through structured learning experiences, collaborative discussions, reflections on classroom situations, and the co-creation of lesson plans.
The results highlight the effectiveness of technology-supported professional development, particularly for rural educators. These insights can help professional development providers better understand the mechanisms of teacher learning and the impact of hybrid approaches on instructional improvement.
Rebecca will lead a roundtable discussion on March 25, 2025 from 10:00 to 11:30 am at the Gaylord Convention Center.