ERIC Number: EJ1356258
Record Type: Journal
Publication Date: 2022
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1941-5257
EISSN: EISSN-1941-5265
A Faculty-in-Residence Programme: Enacting Practice-Based Professional Development in a STEAM-Focused Middle School
Professional Development in Education, v48 n4 p559-575 2022
This paper describes a faculty-in-residence programme within a school-university partnership at a recently opened STEAM (Science, Technology, Engineering, Art and Mathematics) middle school in the Southeastern United States. We used an instrumental, qualitative case study approach to investigate how three teachers with differing needs participated in this unique partnership focused on ongoing teacher professional learning and development. Data were collected through pre-post questionnaires, observations, follow-up questions, email exchanges and participants' logs, and teaching documents. The framework of Practice-based Professional Development (PBPD; Ball & Cohen, 1999) is used to theorise and analyse the cases. Findings suggest that the model of PBPD applied across a variety of contexts, even within a single school, assists individual teachers in effectively honing desired instructional practices. The paper concludes with suggestions for how a faculty-in-residence programme utilising PBPD might serve as a professional learning and development, in a manner benefiting both the STEAM school and university.
Descriptors: Art Education, STEM Education, Middle Schools, Partnerships in Education, College School Cooperation, College Faculty, Residential Programs, Faculty Development, Middle School Teachers
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Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A