Bravo González, Paulina;
(2022)
Dialogue and big ideas of science education: exploring the discourses produced by Chilean schoolteachers and teacher educators in and around a continuous professional development programme.
Doctoral thesis (Ph.D), UCL (University College London).
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Abstract
This thesis examines the production of Chilean science schoolteachers’ and teacher educators’ subjectivities in and around a continuous professional development (CPD) programme focused on big ideas of science education. The framework of big ideas is now part of the Chilean school science curriculum. Drawing on the sociopolitical turn in science education and on my practice as a teacher educator working in a team providing CPD, I designed an intervention to explore the gap between how the curriculum is designed and how both schoolteachers and teacher educators understand it, teach it, and ultimately bring it to life. I worked with 11 colleagues to design and deliver CPD focussed on big ideas with 21 schoolteachers. I also conducted classroom observations and interviews with two schoolteachers to further explore their conceptualisations and practice in teaching big ideas. Using dialogue as an analytical tool, I explored the different types of discourse that emerged: i) during a design meeting before the CPD; ii) during the implementation of the CPD; and iii) around two of the schoolteachers’ experiences of teaching big ideas in the classroom. Dialogical analysis of key events afforded the opportunity to depict different subjective positionings of those participating in the CPD. My analysis articulates two main ideas. First, I describe changes in subjectivities: teacher educators produce different positioning in relation to their institution, and their different identities combine and differentiate at different moments; and schoolteachers shifted their pedagogical and epistemological positionality because of the work around activities they undertook. Secondly, the conceptualisation of the big ideas framework and its role in the curriculum is contested between the levels of policy, the CPD, and teachers’ school-based practice. By problematising the contested understanding of big ideas between these levels, I argue that there is a chain of exclusions for these conceptualisations to exist.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | Ph.D |
| Title: | Dialogue and big ideas of science education: exploring the discourses produced by Chilean schoolteachers and teacher educators in and around a continuous professional development programme |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2022. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment UCL > Provost and Vice Provost Offices > School of Education UCL |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10148645 |
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