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Remote Classroom Modelling: A Professional Development Model for In-Service Generalist Primary Teachers of Science

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Title: Remote Classroom Modelling: A Professional Development Model for In-Service Generalist Primary Teachers of Science
Language: English
Authors: Nadya Rizk (ORCID 0000-0003-3422-7687), Subhashni Taylor (ORCID 0000-0002-1624-0901), Neil Taylor (ORCID 0000-0001-8438-319X)
Source: Australian Educational Researcher. 2024 51(1):195-211.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Science Instruction, Elementary School Teachers, Pedagogical Content Knowledge, Professional Isolation, Barriers, Models, Teacher Attitudes, Student Attitudes, Technological Literacy, Teacher Leadership, Teaching Methods, Distance Education, Faculty Development
DOI: 10.1007/s13384-022-00594-5
ISSN: 0311-6999
2210-5328
Abstract: We present a model for Professional Development (PD) for in-service generalist primary teachers of science. The Remote Classroom Modelling (RCM) model is specifically designed to address salient challenges in the context of professional isolation. We share the principles that supported the design of this PD prototype, and the insights and lessons learned from a pilot of the model. We employed open-ended questionnaires, individual interviews and focus group interviews using a qualitative exploratory study to capture the experiences of teachers and students involved in this trial. Our findings suggest that the model supports primary teachers in developing: (1) their technological, pedagogical, and content knowledge, (2) their leadership, and (3) their resourcefulness in science. Our analysis reveals two important factors underpinning the successful implementation of this model: participant engagement and expert support. We discuss the applicability of this model in different settings and propose an agenda to progress the development of the RCM.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1412919
Database: ERIC
FullText Text:
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  Data: Remote Classroom Modelling: A Professional Development Model for In-Service Generalist Primary Teachers of Science
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  Data: <searchLink fieldCode="AR" term="%22Nadya+Rizk%22">Nadya Rizk</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3422-7687">0000-0003-3422-7687</externalLink>)<br /><searchLink fieldCode="AR" term="%22Subhashni+Taylor%22">Subhashni Taylor</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1624-0901">0000-0002-1624-0901</externalLink>)<br /><searchLink fieldCode="AR" term="%22Neil+Taylor%22">Neil Taylor</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8438-319X">0000-0001-8438-319X</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: We present a model for Professional Development (PD) for in-service generalist primary teachers of science. The Remote Classroom Modelling (RCM) model is specifically designed to address salient challenges in the context of professional isolation. We share the principles that supported the design of this PD prototype, and the insights and lessons learned from a pilot of the model. We employed open-ended questionnaires, individual interviews and focus group interviews using a qualitative exploratory study to capture the experiences of teachers and students involved in this trial. Our findings suggest that the model supports primary teachers in developing: (1) their technological, pedagogical, and content knowledge, (2) their leadership, and (3) their resourcefulness in science. Our analysis reveals two important factors underpinning the successful implementation of this model: participant engagement and expert support. We discuss the applicability of this model in different settings and propose an agenda to progress the development of the RCM.
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