Engaging science teachers virtually in dialogical collaborative action research to improve science teaching during the Covid-19 pandemic
Bibliographic Data
| ID | 7156807 |
|---|---|
| Authors | Allan Feldman (0000-0002-8420-6289, University of South Florida, corresponding author), Jawaher Alsultan (0000-0003-2819-9640, Imam Abdulrahman Bin Faisal University) |
| Year | 2025 |
| Volume | 47 |
| Issue | 12 |
| Pages | 1453-1476 |
| Publication date | 2025-08-13 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2023.2296533 |
| OpenAlex | W4390111156 |
| Language | EN |
| Citations received | 2 |
| References cited | 31 |
In response to the COVID-19 pandemic teachers were suddenly required to teach online with little time to prepare and little training in how to do so. This case study investigated an intervention to support science teachers as they sought to engage students online in inquiry, discussion, and argumentation through their participation in a virtual community of practice (CoP). The purpose was to uncover new knowledge about facilitation of the group, and how the 10 high school science teachers participated in it. Data sources included the authors' meeting notes and reflective conversations, audio recordings of the group meetings, and teachers' products. Findings included uncovering aspects of the facilitation process that led to a successful online CoP, factors related to developing trust among its members, and methods to deal with tensions within the group. The tensions arose from evolving differences about the group's goals, the need for clarity about implicit power structures, and the separation between teachers' workplaces and the university. The study also demonstrated how in an online CoP, all its members can take on roles of experts, novices, and learners. Although the study was conducted during the pandemic, the findings are relevant to facilitating online or face-to-face teacher meetings
Action research · Argumentation theory · CLARITY · Coronavirus disease 2019 (COVID-19 · Dialogical self · Facilitation · Mathematics education · Medical education · Online discussion · Pedagogy · Science education · Computer Science · Innovative Teaching and Learning Methods · Medicine · Online and Blended Learning · Psychology · Social Psychology · Teacher Education and Leadership Studies
Dialogic Inquiry
Collaborative Autoethnography
Communities of Practice
Case Study Research in Practice
Changing Practices, Changing Education
A Multidisciplinary Analysis of the Nature, Meaning, and Measurement of Trust
Trust and Positive Working Relationships among Teachers in Communities of Practice as an Avenue for Professional Development
A Framework of Implementing Strategies for Active Student Engagement in Remote/Online Teaching and Learning during the Covid-19 Pandemic
About feelings in action research
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |