ABSTRACT This qualitative case study of 20 teachers enrolled in a two-year fellowship, examines the professional development of science teachers during participation in a professional learning community. Our professional development model specifically employs vertical teaming of teachers from elementary, middle, and high school levels to examine the progression of science content in K-12 classrooms. We describe science teachers’ perspective on how vertically aligned groups supported their professional development. Through qualitative analysis of five data sources, we found that the fellows showed increased appreciation for vertical articulation of science content in grades K-12 and attributed their professional growth to the experience of working with teachers at diverse grade levels. These findings have implications for professional development as it relates to NGSS.

中文翻译：

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K-12 科学教师如何体验垂直衔接的专业学习社区

摘要 这个定性案例研究对 20 名参加了两年奖学金的教师进行了研究，研究了科学教师在参与专业学习社区期间的专业发展。我们的专业发展模式专门采用小学、初中和高中教师的垂直团队来检查 K-12 课堂中科学内容的进展。我们描述了科学教师对垂直对齐的群体如何支持他们的专业发展的看法。通过对五个数据源的定性分析，我们发现研究员对 K-12 年级科学内容的垂直表达越来越欣赏，并将他们的专业成长归因于与不同年级教师合作的经验。