#824: The Power of Scaling Slowly: Negotiation of Science Teaching in a Long Term Research-Practice Partnership

Moving innovations in education from small initial efforts to broader impacts has been a central challenge of supporting change in schools. This study is a part of a larger design-based research project where we worked in partnership to redesign the secondary science program at The Pennsylvania State University. We used the context as a test-bed for innovations and design-based research to develop “humble” theory and contest theory in teacher education. This study views teacher learning as the sociocultural practice of negotiation of professional vision within a community in broad temporal and physical scales. Professional vision is theorized not as a small scale, local negotiation of individual acts of practice, but as the on-going and dynamic collaborative negotiation of a learning community in response to the overlapping political economies of social organizations that occurs across different sites, places, or contexts, spanning decades.