Understanding how experienced and novice teachers learn in the context of professional development can help us develop a supportive community of practice. However, the nature of teachers’ learning conceptualized as meaning making processes using in-depth data analysis and robust theoretical frameworks is still understudied. In this study, the learning processes of two high school physics teachers— one expert and one novice—were reviewed as they participated in the Illinois Physics and Secondary Schools (IPaSS) partnership program in summer 2020. Positioning theory was used as a lens to unpack teachers’ discussion on conceptual reasoning about energy in paired collaborative work. The analysis was validated and augmented by individual video-stimulated recall interviews, during which each teacher shared her perspective on the interactions that took place during the collaborative work. Preliminary results revealed two main storylines from the interactions of these two teachers: 1) the experienced teacher’s self-positioning as a learner, and 2) the novice teacher’s openness to learn, which established rapport and created a space where both felt comfortable sharing their ideas and expressing uncertainty, enabling them to collaborate productively and support each other’s professional development.

Expert-Novice Teacher Interactions in a Professional Development Partnership Program

Understanding how experienced and novice teachers can facilitate each other’s professional development can help us to develop a supportive community of practice. In summer 2020, teachers participated in a professional development workshop as part of the Illinois Physics and Secondary Schools (IPaSS) partnership program. During the workshop, pairs of teachers discussed a set of problems focused on conceptual reasoning about energy. One pair consisted of an experienced teacher and a novice teacher. We analyzed the dynamics of the two teachers as they established rapport and created a space where both felt comfortable sharing their ideas and expressing uncertainty. We interviewed these teachers using a video-stimulated recall technique to gain further insight into their perceptions of the interaction, and we will report the results of these interviews in this talk.

Interviews on professional development interactions between experienced and novice teachers

Facilitating discussions on pedagogy and content among high school teachers with different backgrounds can be a challenging undertaking. By becoming attuned to the mechanisms by which discourse moves in expert-novice teacher pairs successfully elevate conversations about content and pedagogy, facilitators of physics teacher professional development (PD) can better design activities and support teacher groups in advancing toward a conversational mode in which all parties feel comfortable contributing. Last summer, the Illinois Physics and Secondary Schools (IPaSS) partnership offered intensive PD workshops for high school teachers. This talk presents a case-study of an expert-novice pair solving problems from a Content Knowledge for Teaching Energy (CKT-E) assessment. Via video analysis, we examine the question: What conversational moves facilitate conversations about physics content and pedagogy between teachers with different backgrounds? In the case study, moves by both teachers minimize apparent disparities in power, creating conversational space and setting the stage for content-specific discussion.

Enabling content-specific discussions among expert-novice teacher pairs: A case study

Access to high-quality, advanced physics instruction in high school can open pathways for students to attain university STEM degrees by preparing them for gate-keeping undergraduate physics courses. However, access to advanced high school physics instruction is not universally available. In response, the Physics Education Research Group at University of Illinois at&nbsp;Urbana-Champaign&nbsp;created the&nbsp;partnership program&nbsp; Illinois Physics and Secondary Schools (IPaSS), bringing together Illinois high school physics teachers to participate in intensive PD experiences structured around award-winning, university-level instructional materials (such as the iOLab wireless lab system, and web-based, “flipped” platform, smartPhysics ). Within the framework of a community of practice, teachers adapt, adopt, and integrate high-quality, university-aligned physics instruction into their classrooms, with the goal of opening more equitable, clear and viable pathways for students into engineering. This talk provides an overview of the partnership program and presents preliminary findings from the first intensive summer teacher PD session.

Opening Engineering Pathways: A University and High School Physics Partnership

Poster Session 1B

poster

**Making Physics More Inclusive and Eliminating Exclusionary Practices in Physics**

As a gateway discipline to STEM majors and careers, physics plays a central role in deciding who does, and who doesn't, get to discover and pursue scientific careers. Technical and scientific professionals are rewarded with economic privilege and status which affords them both social and cultural power. Therefore, social justice will be realized only when the opportunity, and the choice, to excel in physics is open to all students. The culture and practices of the physics classroom reflect the culture of physics at large, which raises the question of how our professional physics communities can embrace, rather than inadvertently repel, a diverse group of academics that can help improve physics culture.  To this end, the 2021 Physics Education Research Conference will focus on defining inclusive spaces and practices. Additionally, we will explore strategies for eliminating exclusionary practices in our classrooms, research spaces, and professional organizations. We call on the community to propose sessions that will drive conversations related to these initiatives throughout PERC 2021.

Please download the full program [here. ](https://drive.google.com/file/d/1TRMC_SYJ3PUqXyP7sskA7LRSA8ow0eRE/view?usp=sharing)

PERC SM 21

August 4, 2021 - August 5, 2021 in a Virtual Conference Format

Making Physics More Inclusive and Eliminating Exclusionary Practices in Physics

PS.D-SU-07: PER: Student and Instructor Support & Professional Development, Program and Institutional Change III

technical paper

Join AAPT and Physics Educators worldwide in developing and strengthening your professional connections by attending the 2021 AAPT Virtual Summer Meeting. AAPT meetings are a great way to reflect on your teaching, recommit to best practices and re-energize your career with new research, products, and techniques.

Listen to internationally known plenary speakers, attend sessions, workshops, and special activities. Attending the virtual summer meeting is an excellent opportunity to share your expertise and learn from and network with leaders in the field.

Please log in with your AAPT account or register for the event if you haven't already.

If you are registered please note that you need to be logged in with your AAPT email / credentials in order to get access.

AAPT SM 21

C2.6 PER: Student and Instructor Support & Professional Development, Program and Institutional Change

AAPT® is a strong professional physics science society dedicated to the pursuit of excellence in physical science education.

Winter and Summer National Meetings:
These National Meetings, held each winter and summer, are opportunities for members, colleagues, and future physicists from around the world to:

- participate in physics workshops
- meet and greet other physics educators
- form networks nationally and locally
- engage exhibitors and learn about the latest physics resources
- discuss innovations in teaching methods
- share the results of research about teaching and learning.

If you're not able to log in, you're most likely using **incorrect login credentials**. Double-check that you are using the same email and password that you used to register for the conference, submit your abstract or access your AAPT membership. There may also be **an issue with your AAPT meeting registration**. Please email aapt2021@underline.io and programs@aapt.org and we will work quickly to resolve this issue.

Maggie Mahmood

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SHORT BIO

Presentations

Expert-Novice Teacher Interactions in a Professional Development Partnership Program

Interviews on professional development interactions between experienced and novice teachers

Enabling content-specific discussions among expert-novice teacher pairs: A case study

Opening Engineering Pathways: A University and High School Physics Partnership

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