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Science museum educators' professional growth: Dynamics of changes in research-practitioner collaboration

机译：科学博物馆教育者的专业增长：研究 - 从业工作者的变化动态

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摘要

Educators' work is a key element in museums' learning experience, yet knowledge about their professional development is still limited. In this study, we followed three science museum educators' professional growth during collaboration with researchers, with special focus on the introduction of research-based frameworks in their practice. To analyse the dynamics of educators' changes in knowledge, practices, and beliefs, we used the interconnected model of professional growth (Clarke & Hollingsworth, 2002. Teach Teacher Edu, 18, 947-967). During the collaboration, key educators' changes were evidenced in a progressive acquisition of the concepts and ideas and their transformation in functional tools for museum practice. However, the anticipation of potential benefits of the use of the theoretical frameworks, as well as the close collaboration in dialogue between researchers and educators, were pivotal for the development of these changes. Furthermore, our results show the significance of the contextualization of the frameworks in familiar practices, exhibits, and specific science content to use the theory in new contexts. Overall, our results suggest that introducing research-based frameworks in the work of museum educators was a successful approach in the collaboration but, at least to some extent, challenge the use of learning theories as solely ground for professional development in informal settings.
机译：教育工作者的工作是博物馆学习经历的关键要素，但他们的专业发展知识仍然有限。在这项研究中，我们跟随三个科学博物馆教育者在与研究人员合作期间的专业发展，特别关注在实践中引入基于研究的框架。为了分析教育者的知识，实践和信仰的变化的动态，我们使用了互联的专业发展模型（Clarke＆Hollingsworth，2002.教师教师Edu，18,947-967）。在合作期间，关键教育者的变革被证明在博物馆实践中的概念和思想和转型中得到了渐进的收购。然而，预期利用理论框架的潜在利益，以及研究人员和教育工作者之间的对话中的密切合作是关键的发展这些变化。此外，我们的结果表明了熟悉实践，展品和特定科学内容中框架的上下文化的重要性，以利用新背景中的理论。总体而言，我们的结果表明，在博物馆的工作中引入基于研究的框架，在某种程度上，至少在某种程度上挑战了学习理论的使用，以适应非正式环境的专业发展。

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