Repositioning the experience of teachers within the subject department in the context of social change: a study of the integration of new technologies in the practice of science teachers in three schools
Year: 2017
Type: article
Abstract: This research is concerned with the agency and community of science teachers.The research question asked, 'What are the problems and prospects that shape the professional learning in the school subject department, and how can this influence individual teachers' practice in the context of change?'The focus was on the historical social action of science teachers in the integration of new technologies in their everyday practice in the first 10 years of the introduction of new technologies in schools.In this study, I took the view that teachers' workplace learning is a characteristic of the individual, their work environment, and their working relationships.Therefore, I began to explore science teachers' experience of learning to work with new technologies as members of their primary workplace site, science departments, situated in a school context.I used the work of Wenger, McDermott, and Snyder (2002) on communities of practice and Edwards' (2010) theory of relational agency, in concert with Harvey's (2002) interpretation of Bhaskar's (1998) transformational model of social activity, to create an analytical frame to interpret the data collected during fieldwork.To investigate the social context of the three science departments and how each might impact the learning of the individual science teacher within them, I chose the naturalistic approach of ethnographic collective case study.Using this approach enabled the collection of detailed data about the science teacher and their respective departments.I employed a multiple methods approach to data collection using one-toone interviews, field observations, field notes, and document analysis.The data collected from each school is presented in the form of interpretive case narratives, with an interpretation of how each department fits the analytical framework.
Author: Melanie Nash
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2797680674