Teachers Coaching Scientists: Beyond Metaphor to Modeling Meaningful Inquiry
Delwyn Harnisch, University of Nebraska, Lincoln, United States ; Sharon Comstock, University of Illinois, Urbana-Champaign, United States ; Susan Camasta, Hinsdale South High School, United States ; Rick Pavinato, Homewood-Flossmoor High School, United States
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Coaching is not often a term we think of when considering science education. We most often rely on the oft-used “mentor.” But it may be that it is the skills of a coach that we see in effective professional development and that mirror closely the process of inquiry. For example, coaching relies on designing questions, and then experimenting to identify “what works” based on experience. Furthermore, the nature of the relationship is not that of the didact, but the facilitator. In addition, being a coach—and allowing oneself to be coached—is a choice. Meaningful professional development experiences rely on empowerment, engagement, and willingness. These may not be surprising statements in science and technology teacher education training; but what of the training of scientists who are maturing as researchers and academics? In the context of an eight-year, NSF-funded project at the University of Illinois, Urbana-Champaign, we suggest that—while focus on graduate fellow scientists has been an explicit goal—the Teachers’ role in the Fellows’ professional growth was key.
Harnisch, D., Comstock, S., Camasta, S. & Pavinato, R. (2009). Teachers Coaching Scientists: Beyond Metaphor to Modeling Meaningful Inquiry. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 3759-3761). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).