A Grounded Theory Study of Teachers’ Experiences and Post Experiences in a Professional Development Program That Examined the Use of Adapted Primary Literature in Secondary Science
Abstract
Between 2011 and 2013 teachers and scientists worked together to translate primary scientific literature (PSL) to a form accessible to secondary school students. This research study employs a grounded theory approach (Birks & Mills, 2011; Bryant & Charmaz, 2007; Glaser & Strauss, 1967) to address the essential research question: How do teachers’ experiences and post-experiences in a professional development program influence their decisions to employ adapted primary literature (APL) in their instructional practice? Qualitative data were collected in the form of semi-structured interviews, field notes, and conceptual memos. Through the process of constant comparative analysis, common incidents in the data were compiled and re-organized into categories and core variables. Data analysis uncovered four core variables: (1) Ability to choose for relevance; (2) Perception determines priority; (3) Scientists’ science versus school science; and (4) The autonomy of time. The substantive theory offered here is: The Autonomy of Time.
Description
Keywords
Education--Sciences, Education--Secondary, Education--Teacher Training
Citation
Schaeffer, H. M. (2016). A Grounded Theory Study of Teachers’ Experiences and Post Experiences in a Professional Development Program That Examined the Use of Adapted Primary Literature in Secondary Science (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/24752