Abstract
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. NITARP has worked with a total of 103 educators since 2005. In this paper, surveys are explored that were obtained from 74 different educators, at up to four waypoints during the course of 13 months, from the class of 2010 through the class of 2017; those surveys reveal how educator participants describe the major changes and outcomes in themselves fostered by NITARP. 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. During the experience, educators get comfortable with learning complex new concepts, with ~40% noting in their surveys that their approach to learning has changed. 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." At least 60% express a desire to include richer, more authentic science activities in their classrooms. This work illuminates what benefits the program brings to its participants; the NITARP approach could be mirrored in similar professional development (PD) programs in other STEM subjects.
Highlights
Professional development (PD) that provides educators with an authentic scientific research experience can change, and more accurately frame, their impressions about the nature of scientific study, the image they hold of scientists, and effective teaching methods [1]
Recall the research question: How do participating teachers describe their motivations for participating in NITARP as evidenced in their feedback forms? Understanding the motivations of teachers has bearing on how one might support the educators through this kind of an experience
Our primary research question is as follows: How do participating teachers describe their motivations for participating in NITARP as evidenced in their feedback forms? we explore why these educators came to NITARP, and why they chose to devote so much unpaid time
Summary
[This paper is part of the Focused Collection on Astronomy Education Research.] 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. 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 inwardfocused 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.
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