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Factors influencing teacher appropriation of professional learning focused on the use of technology in science classrooms

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Understanding factors that impact teacher implementation of learning from professional development is critical in order to maximize the educational and financial investment in teacher professional learning. This multi-case qualitative investigation elucidates factors that influence the appropriation of instructional tools associated with professional development focused on technology within science classrooms using activity theory as a theoretical framework. This framework has the capacity to account for multiple elements in professional learning. Implementation variability associated with professional development adoption drives this inquiry to search for better understandings of the appropriation of pedagogical practices. Purposeful sampling was used to identify four participants from a group of science teachers engaged in professional development designed to investigate how cyber-enabled technologies might enhance instruction and learning in eighth-grade science classrooms. The data from this investigation add to the literature of appropriation of instructional practices by connecting the conceptual and practical dispositions of teachers with an appropriation hierarchy.
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Keywords: Teacher professional development; activity theory; appropriation; in-service education; science teacher education; teacher learning

Document Type: Research Article

Affiliations: 1: Emma Eccles Jones College of Education and Human Services, Utah State University, Logan, UT, USA 2: Neag School of Education, University of Connecticut, Storrs, CT, USA

Publication date: May 27, 2017

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