Scaling professional learning and development: preparing professional learning and development providers to lead power of data teacher workshops

ABSTRACT

This design-based research study examined the first two cycles of development, enactment, analysis, and redesign of the Power of Data (POD) Facilitation Academy. Professional Learning and Development (PLD) providers’ geospatial technology (GST) skills, understanding of programme principles, preparation, and stages of concern for implementing POD Teacher Workshops were investigated. The POD Team analysed previous POD PLD models. Using these results, the POD Academy and Guide were developed, enacted, and revised. Two cohorts (n = 28) participated in the POD FA designed to prepare PLD providers to implement POD Teacher Workshops and to support teachers in learning to enhance an existing lesson via the integration of GST and Geospatial Inquiry. Data sources included surveys, daily debriefs, observations, performance assessments, and interviews. The qualitative data were analysed using inductive analysis conducted by two coders to reach agreement on codes and emerging themes. Quantitative data were analysed using descriptive statistics. Analyses informed the redesign and modification of the POD Academy and Teacher Workshops. Findings provide deeper insight into the needs and concerns of PLD providers in implementing PLD for science teachers. Furthermore, this investigation sheds more light on the selection and preparation of PLD providers as programmes seek to scale PLD.

KEYWORDS:

• Professional development
• professional learning
• professional development
• geospatial technology
• inquiry
• professional learning providers
• professional development providers

Disclosure statement

No potential conflict of interest was reported by the authors.

ORCID

Brooke A. Whitworth http://orcid.org/0000-0002-3944-291X

Lori Rubino-Hare http://orcid.org/0000-0001-6285-347X

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

POD is funded by the National Science Foundation Innovative Technology Experiences for Students and Teachers (ITEST) Program (DRL 1513287).