How Can Educators Exchange High-Quality Feedback with Various Forms of Evidence of Practice?: An Analysis of Afterschool Educator Professional Growth Through Noticing.

February 13th, 2025 | RESEARCH

This open-access article describes how our afterschool coaching program invited and valued diverse artifacts of practice that educators contributed to a virtual peer-learning professional learning environment. We show specific strengths and weaknesses of different artifacts of practice and offer coaching guidance for using these artifacts to facilitate peer-to-peer STEM professional learning.

Document

https://www.tandfonline.com/doi/full/10.1080/1046560X.2025.2466289

Team Members

Kate Kastelein, Author, Maine Mathematics and Science Alliance
Heidi Cian, Author, Maine Mathematics and Science Alliance

Citation

Identifier Type: DOI
Identifier: https://doi.org/10.1080/1046560X.2025.2466289

Publication: Journal of Science Teacher Education
Volume: 36
Number: 7
Page(s): 933

Funders

Funding Source: NSF
Funding Program: AISL
Award Number: 2115229

Related URLs

Broad Implementation: Expanding a Successful Model of Fully Virtual Professional Learning for Afterschool Educators

Tags

Audience: Educators | Teachers | Evaluators | Museum | ISE Professionals
Discipline: General STEM
Resource Type: Peer-reviewed article | Research | Research Products
Environment Type: Afterschool Programs | Professional Development and Workshops