ORCID
Kerri Wingert
https://orcid.org/0000-0002-2166-379X
Jennifer Jacobs
Abstract
In order to design professional learning that supports rural science teachers to effectively implement standards-based “five-dimensional” (5D) instructional and assessment practices, a critical first step is to elicit their perspectives, prior experiences, concerns, and interests. Based on survey data from 87 rural science teachers in Colorado, along with focus group sessions with 18 of those teachers, this article investigates teachers’ perspectives on what makes rural science teaching unique, the degree to which they use 5D science instruction, their curricular and assessment resources, and their professional learning experiences and preferences. Overall, rural science teachers in Colorado reported using rich practices for engaging students’ interests and identities in the pursuit of high-quality engagement, and they expressed a need for more science-specific professional learning and materials distribution. Implications for designing professional learning opportunities for rural science teachers are offered.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Wingert, K.,
Jacobs, J.,
Lindsay, W.,
Lo, A. S.,
Herrmann-Abell, C. F.,
&
Penuel, W. R.
(2022).
Understanding the Priorities and Practices of Rural Science Teachers: Implications for Designing Professional Learning.
The Rural Educator, 43(3), 26-40.
https://doi.org/10.55533/2643-9662.1338
Included in
Curriculum and Instruction Commons, Science and Mathematics Education Commons, Secondary Education Commons, Teacher Education and Professional Development Commons
