Browse > Article
http://dx.doi.org/10.14697/jkase.2018.38.3.431

A Case Study on the Relationship between Characteristics of SSI Teachers' Community and Development of Teacher Expertise  

Chung, Hangnam (Seoul Dangsanseo Middle School)
Ryu, Suna (Korea National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.38, no.3, 2018 , pp. 431-440 More about this Journal
Abstract
The purpose of this study is to investigate the characteristics of the K Teachers' Community, which brought about changes in the perception of SSI education by teachers with experience in SSI, and to explore its relevance to the development of SSI professions. This is a case study that describes in depth the characteristics of the K teachers' community. The study conducted semi-structured as well as in-depth interviews with six teachers who have more experience in SSI education activities for over 20 years. The K teachers' community has three characteristics. First, the K teachers' community formed identity by discussing the nature of science and technology, which allowed teachers to share a common orientation toward the goals of science education. Second, the teachers who participated in the K teachers' community formed professionalism and confidence in SSI teaching in the course of producing, sharing, and spreading SSI through its various practices. Third, the K teachers' community is continuously growing by opening themselves to external communities and co-evolution through solidarity. The success of K Teachers' Community may inform other teachers how the community of teaching practices can develop and maintain, and in turn can help the members of the community develop their professional identity as teachers.
Keywords
Socioscientific Issues SSI-PCK; Science Teachers; SSI teaching; SSI education; Teaching learning Community; SSI(Socioscientific Issues);
Citations & Related Records
Times Cited By KSCI : 3  (Citation Analysis)
연도 인용수 순위
1 Abd-El-Khalick, F. (2013). Teaching with and about nature of science, and science teacher knowledge domains. Science & Education, 22(9), 2087-2107.   DOI
2 Aikenhead, G.S. (2006). Science education for everyday life: Evidence-based practice. New York: Teachers College Press.
3 Chung, H., Ryu, S. (2017). Pedagogical Content Knowledge of Socio-Scientific Issues: Characterizing Teachers' Experiences. Journal of The Korean Association For Science Education, 37(4), 679-691.   DOI
4 Creswell, J. W. (1998). Qualitative Inquiry and Research Design: Choosing Among Traditions.: Thousand Oaks, CA: Sage.
5 Ekborg, M., Ottander, C., Silfver, E., & Simon, S. (2013). Teachers’ experience of working with socio-scientific issues: a large scale and in depth study. Research in Science Education, 43, 599-617.   DOI
6 Gray, S. D., & Bryce, T. (2006). Socio-scientific issues in science education: Implications for the professional development of teachers. Cambridge Journal of Education, 36(2), 171-192.   DOI
7 Kwak, Y. S., & Kim, J. H. (2003). Qualitative research on common features of best practices in the secondary school science classroom. Journal of the Korean Association for Science Education, 23(2), 144-154.
8 Kim, H., Chung, K., & Lee, H. (2013). Identity Development of Science Teachers Involved in Teacher Communities: Based on the Theory of. Journal of the Korean Association for Science Education, 33(2), 390-404.   DOI
9 Lee, H. (2016). Conceptualization of an SSI-PCK framework for teaching Socioscientific issues. Jounral of the Korean Association for Science Education, 36(4),539-550.   DOI
10 Lee, H., & Yang, J. E. (2017). Science Teachers Taking their First Steps toward Teaching Socioscientific Issues through Collaborative Action Research. Research in Science Education, 1-21.
11 Lumpe, A. T. (2007). based professional development: Teachers engaged in professional learning communities. Journal of science teacher education, 18(1), 125-128.   DOI
12 Merriam, S. B. (1998). Qualitative research and case study applications in education: Revised and expanded from case study research in education. San Francisco: Jossey-Bass Publishers.
13 Park, S., Oliver, J. S., Johnson, T. S. (2007). Colleagues’ roles in the professional development of teachers: Result from a research study of National Board certification. Teaching and teacher Education, 23, 368-389.   DOI
14 Seo, K. (2008). A case study on out-of-school teacher learning community. The Journal of Korean Teacher Education, 25(2), 53-80.
15 Wenger, E., McDermott, R. A., Snyder, W., & NetLibrary, I. (2002). Cultivating communities of practice. Boston, Mass. : Harvard Business School Press.
16 Sim, J. H. (2006). Secondary school science teachers’ perceptions about professionality and in-service training program for experiment. The Korean Journal of Biological Education, 34(1), 27-37.
17 Van Driel, J. H., De Jong, O., & Verloop, N. (2002). The development of preservice chemistry teachers’ pedagogical content knowledge. Science Education, 86, 572-590.   DOI
18 Wenger, E. C.(1998). Communities of P ractice: learning, meaning and identity. Publisher: Cambridge University Press.
19 Wenger, E. C., & Snyder, W. M. (2000). Communities of practice: The organizational frontier. Harvard business review, 78(1), 139-146.
20 Witz, K. (2007). “Awakening to”an aspect in the other: On developing insights and concepts in qualitative research. Qualitative Inquiry, 13, 235-258.   DOI
21 Zeidler, D. L., Applebaum, S. M., & Sadler, T. D. (2011). Enacting a socioscientific issues classroom: Transformative transformations. In T. D. Sadler (Ed.), Socioscientific issues in the classroom (pp. 277-305). Springer, Netherlands.