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dc.contributor.authorJones, Bonni
dc.contributor.authorSwanson, Hillary
dc.contributor.authorNguyen, Ha
dc.identifier.citationJones, B., Swanson, H., & Nguyen, H. (2023). Signals of teachers’ readiness for change in next generation science professional development. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1518-1521). International Society of the Learning Sciences.en
dc.descriptionShort Paperen
dc.description.abstractChange in the domain of education is complex. Research has begun to uncover factors that influence the success of proposed initiatives. This paper examines factors influencing science teachers as they wrestle with implementing innovative teaching practices. We present a theoretical framework that unpacks a construct we call signals of readiness for change (readiness signals). We define readiness signals as elements of teachers’ talk that signal a teacher’s sentiment toward a proposed initiative. Signals often reflect tensions that must be resolved for initiatives like the Next Generation Science Standards to succeed and endure. These tensions exist in teacher beliefs, confidence in their ability to implement innovative practices, and motivation to invest in change. The investigation of readiness signals adds insights into struggles surrounding the adoption of change in education.en
dc.publisherInternational Society of the Learning Sciences
dc.relation.ispartofProceedings of the 17th International Conference of the Learning Sciences - ICLS 2023, pp. 1518-1521
dc.subjectLearning Sciencesen
dc.titleSignals of Teachers’ Readiness for Change in Next Generation Science Professional Developmenten
Appears in Collections:ISLS Annual Meeting 2023

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