Abstract
We argue in this chapter that research focused on learners and learning, as well as on teaching, has sharpened our insights about how museum educators, in the process of becoming increasingly reflective practitioners and teacher researchers, can learn to both ‘notice’ learners in new ways and respond to these learners with flexible scaffolding rather than with predetermined disciplinary content, scripts or standardized questions. We base this argument on research conducted over the past five years using a sociocultural theoretical framework to inform methodological decisions. Our work and that of others (Tran & King, 2007, for example) and Kisiel’s and Tal’s chapters in this book have underscored the need for theoretically grounded practices for those teaching in informal science institutions (ISIs).
Access provided by Autonomous University of Puebla. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
- Professional Development
- Professional Development Program
- Reflective Practice
- Cultural Historical Activity Theorist
- Professional Development Model
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
References
Ash, D., Lombana, L., Mai, T. & Owens, A. (under review). A research-based professional development scaffolding curriculum for museum educators: The REFLECTS Model. Curator.
Bakhtin, M. M. (1981). The Dialogic Imagination: Four Essays (M. Holquist, Ed., C. Emerson and M. Holquist, Trans.). Austin, TX: University of Texas Press.
Brown AL, Ash D, Rutherford M, Nakagawa K, Gordon A, Campione JC. Distributed expertise in the classroom. In: Salomon G, editor. Distributed cognitions: Psychological and educational considerations. New York, NY: Cambridge University Press; 1993. p. 188–288.
Granott N. Scaffolding dynamically toward change: Previous and new perspectives. New Ideas in Psychology. 2005;23(3):140–151.
Lave J, Wenger E. Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press; 1991.
Schön D. Educating the reflective practitioner. San Francisco, CA: Jossey-Bass; 1987.
Sherin M, van Es E. Using video to support teachers’ ability to interpret classroom interactions. In: Willis D, Price JE, Davis NE, editors. Proceedings of Society for Information Technology & Teacher Education International Conference 2002. Chesapeake, VA: AACE; 2002. p. 2532–2536.
Tran L, King H. The professionalization of museum educators: The case in science museums. Museum Management and Curatorship. 2007;22(2):129–47.
van Es E, Sherin MG. Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education. 2002;10(4):571–596.
Verenikina, I. (2003) Understanding scaffolding and the ZPD in Educational Research. Retrived from http://www.aare.eduéau/03pap/
Vygotsky LS. Thought and language. Cambridge, MA: MIT Press; 1986.
Wells G. Dialogic inquiry. Towards a sociocultural practice and theory of education. New York, NY: Cambridge University Press; 1999.
Wenger E. Communities of practice: Learning, meaning and identity. New York, NY: Cambridge University Press; 1998.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Sense Publishers
About this chapter
Cite this chapter
Ash, D.B., Lombana, J. (2012). Methodologies for Reflective Practice and Museum Educator Research. In: Ash, D., Rahm, J., Melber, L.M. (eds) Putting Theory into Practice. New Directions in Mathematics and Science Education, vol 25. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-964-0_4
Download citation
DOI: https://doi.org/10.1007/978-94-6091-964-0_4
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6091-964-0
eBook Packages: Humanities, Social Sciences and LawEducation (R0)