Exploring how museums can support science teacher leaders as boundary spanners
Bibliographic Data
| ID | 7167249 |
|---|---|
| Authors | Sara C Heredia (0000-0003-2553-0270, Teacher Education and Higher Education University of North Carolina at Greensboro Greensboro North Carolina USA), Sara C Porter (University of North Carolina at Greensboro, corresponding author), Michelle Phillips (0000-0003-0894-3516, Exploratorium San Francisco California USA), Sarah Stallings (Teacher Education and Higher Education University of North Carolina at Greensboro Greensboro North Carolina USA), Sarah C Stallings (0000-0001-6187-3479, University of North Carolina at Greensboro), Ti’era Worsley (0000-0003-4274-5820, Teacher Education and Higher Education University of North Carolina at Greensboro Greensboro North Carolina USA) |
| Year | 2025 |
| Volume | 109 |
| Issue | 1 |
| Pages | 106-127 |
| Publication date | 2025-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21906 |
| OpenAlex | W4401877853 |
| Language | EN |
| References cited | 53 |
Local implementation of science reform efforts in part relies on science teacher leaders (STLs) to improve science instruction in classrooms and beyond. The lack of science‐specific professional learning resources drives STLs to act as boundary spanners to locate resources outside their local context to fill that gap. Museums and other informal science education centers are examples of external entities that STLs might leverage to locate resources for local science education improvement. While we know how museums support pre‐ and in‐service science teachers, there is a gap in our understanding related to museum support for STLs. Here, we used case study research methods to analyze how a museum‐based professional learning programme supported STLs, as boundary spanners to access and adapt resources for local science education reform efforts. We found that each STL reported benefiting from shared resources from the museum, as well as from their peers in their working groups. We also found that STLs reported on different elements of the professional learning programme related to their area of influence (classroom or district) and the problem of practice their group worked on. We discuss how each of the named features of the museum‐based professional learning programme supported boundary spanning of STLs and end with implications and recommendations for the design of professional learning experiences to support their leadership work
Boundary (topology) · Mathematics education · Pedagogy · Science education · Sociology · Art Education and Development · Innovative Education and Learning Practices · Mathematics · Museums and Cultural Heritage · Psychology
Interaction Analysis
The Theoretical and Empirical Basis of Teacher Leadership
The roles of the formal and informal sectors in the provision of effective science education
Whiteness as Property in Science Teacher Education
Equity in informal science education
Case Study Research
Expansive Learning at Work
Conceptions and Practices of Equity in Research-Practice Partnerships
Talk and Conceptual Change at Work
Professional development and the historical tradition of informal science institutions
Learning Science in Informal Environments
The museum internship as an analogous learning space for preservice teacher education
Crafting Coherence
Investigating School Leadership Practice
Community Building in Social Justice Work
The Competent Boundary Spanner
Boundary Crossing and Boundary Objects
Qualitative Data Analysis
This is Not a Boundary Object
| Citation velocity | historical |
|---|---|
| Highly cited | No |