Abstract
The NASA/IPAC Teacher Archive Research Program (NITARP) partners small groups of educators with a research astronomer for a year-long authentic research project. This program aligns well with the characteristics of high-quality professional development (PD) programs and has worked with a total of 103 educators since 2005. In this paper, surveys were explored that were obtained from 74 different educators, at up to four waypoints during the course of 13 months, incorporating data from the class of 2010 through the class of 2017. This paper investigates how participating teachers describe their motivations for participating in NITARP as evidenced in these feedback forms. Analysis of self-reported data allows a mapping onto a continuum ranging from more inward-focused to more outward-focused; there is a shift from more inward-focused responses to more outward-focused responses. This insight into teacher motivations has implications for how the educators might be supported during their year with the program. This work provides a new way of parameterizing why educators participate in PD programs that require a considerable investment of time. NITARP, since it has many qualities of successful PD, serves as a model for similar PD programs in other STEM subjects. Likewise, the analysis method might also be useful to similarly evaluate other PD programs.
Highlights
Science education has been in an on-going state of reform [1]
We ask the following: How do educator participants describe the major changes and outcomes in themselves fostered by NITARP? This study focuses in particular on the last eight years, the 74 NITARP educator participants from those years
Recall the research question: How do educator participants describe the major changes and outcomes in themselves fostered by NITARP? As shown here and below, NITARP engages educators in transformative learning experiences
Summary
The NASA/IPAC Teacher Archive Research Program (NITARP) provides a year-long authentic astronomy research project by partnering a research astronomer with small groups of educators. Three-quarters of the educators self-report some or major changes in their understanding of the nature of science. The program provides educators with experience collaborating with astronomers and other educators, and forges a strong link to the astronomical research community; the NITARP community of practice encourages and reinforces these linkages. Educators are provided opportunities for professional growth; at least 12% have changed career paths substantially in part due to the program, and 14% report that the experience was “life changing.”. This work illuminates what benefits the program brings to its participants; the NITARP approach could be mirrored in similar professional development programs in other STEM subjects
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