Virtual Summer Institutes as a Method of Rural Science Teacher Development

Authors

  • Stephen L Thompson University of South Carolina
  • Rachelle Curcio University of South Carolina
  • Amber Adgerson University of South Carolina
  • Kristin E Harbour University of South Carolina https://orcid.org/0000-0002-7311-3167
  • Leigh Kale D’Amico University of South Carolina
  • Hall S West University of South Carolina
  • George J Roy University of South Carolina
  • Melissa A Baker University of South Carolina
  • Jessie Guest University of South Carolina
  • Catherine Compton-Lilly University of South Carolina

DOI:

https://doi.org/10.3776/tpre.2022.v12n2p153-178

Keywords:

rural, science, teacher, preparation, science camp, coaching

Abstract

Key Policy documents call for science teacher preparation programs to provide teacher candidates with approximations to authentic teaching experiences that occur in realistic contexts. Providing such opportunities for teacher candidates located in communities that are rural and geographically far from university settings is especially difficult. Stakeholders also point to the importance of positive coaching and mentoring relationships as key factors impacting the growth of teacher candidates. In this paper we discuss the positive potential of virtual science-related summer institutes as a vehicle to (a) provide authentic science teaching experiences for teacher candidates, and (b) promote the development of positive coaching and mentoring relationships. We also share features of a summer science institute developed as a launch to our teacher residency preparation program that incorporated teacher candidates, school-based teacher educators, and university-based supervisors to maximize the potential positive impacts. Data included quantitative and qualitative post-institute survey data from teacher candidates, school-based teacher educators, and university-based supervisors. Findings revealed that residents’ perception of their content knowledge development, pedagogical knowledge development, and overall effectiveness of the summer institute were high; additionally, school-based teacher educators and university-based supervisors indicated positive perceptions of the institute, noting their knowledge of coaching increased, helpful resources were provided, and institute structures promoted the development of positive coaching relationships. These results provide tentative evidence to support the continued use of virtual science summer institutes as a viable option for supporting both preservice and in-service teacher development.

 

Author Biographies

Stephen L Thompson, University of South Carolina

Stephen Thompson, PhD, is Professor of Elementary Science Education at the University of South Carolina. Dr. Thompson's primary research interests center on improving elementary and middle level science education, especially in high-need communities, through teacher development focused on the use of reform-based teaching strategies. He has been a leader in his local Professional Development School Network and views such partnerships as instrumental in addressing some of the most pressing issues in K-12 science education.

Rachelle Curcio, University of South Carolina

Rachelle Curcio, PhD, is an assistant professor of Teacher Education at the University of North Florida. Her research and interests are grounded in an inquiry stance and focus on aspects of clinically-centered teacher preparation with an emphasis on preparing teachers for racially, ethnically, and linguistically diverse 21st-century classroom contexts. Specifically, Rachelle's research is centered on the supervision and coaching that occurs in clinical spaces as well as the cultivation of teachers' critical curriculum literacy skills connected to their role as curriculum makers.

Amber Adgerson, University of South Carolina

Amber Adgerson, is a native South Carolinian, scholar, and educator activist who brings over a decade of practical, public-school experience to the field of academia. She is currently pursuing a PhD in Teaching and Learning at the University of South Carolina. Guided by her experiences as a former classroom teacher, her research focuses on STEM and teacher education.

Kristin E Harbour, University of South Carolina

Kristin E. Harbour, PhD, is Associate Professor of Mathematics Education at the University of South Carolina. Her scholarship includes: (a) support systems for advancing teachers’ ambitious and inclusive mathematics teaching practices, and (b) teacher preparation with a focus on authentic experiences to navigate the complexities of the teaching and learning of mathematics. She serves as Professional Development School liaison for a local elementary school and focuses on supports to recruit, prepare, and retain teachers through clinically centered partnerships.

Leigh Kale D’Amico, University of South Carolina

Leigh Kale D’Amico, EdD, is a research associate professor in the Research, Evaluation, and Measurement Center in the College of Education at the University of South Carolina. Her research focuses on early childhood education, PK-12 cu

Hall S West, University of South Carolina

Hall S. West, PhD, is a research associate at the Research, Evaluation, and Measurement Center in the College of Education at the University of South Carolina where she serves as an evaluator for various educational programs and efforts across South Carolina.

George J Roy, University of South Carolina

George J. Roy, PhD, is a professor of Middle Level Education at the University of South Carolina. He was a public-school mathematics teacher where he earned a National Board of Professional Teaching Standards certification in Early Adolescence Mathematics. Currently, Dr. Roy teaches in the Department of Instruction and Teacher Education. His current research interests include examining uses of technology in mathematics classrooms, pre-service teachers’ development of mathematical knowledge for teaching, and university-school district partnerships.

Melissa A Baker, University of South Carolina

Melissa A. Baker, PhD, is a professional track assistant professor at the University of South Carolina. She is committed to school–university partnerships (SUP) and serves as chair of the American Education Research Association Profession Development Schools Research Special Interest Group (AERA PDSR SIG), secretary of the National Association of Professional Development Schools, past-president and board member of PDS SERVE, and co-creator of the Southeastern PDS Research Consortium. Dr. Baker’s research centers on the intersections between clinically-centered teacher preparation, recruitment, induction, and retention within PDS and SUP partnerships, primarily in rural settings.

Jessie Guest, University of South Carolina

Jessie Guest, PhD, is a clinical assistant professor at the University of South Carolina where she received her PhD in Counselor Education and Supervision. Dr. Guest is the coordinator of the Graduate Certificate in Play Therapy and a Licensed Clinical Mental Health Counselor Supervisor and Registered Play Therapist Supervisor. Jessie’s research interests and publications consist of social emotional learning, mindfulness, play therapy, countertransference, and trauma. 

Catherine Compton-Lilly, University of South Carolina

Catherine Compton-Lilly, EdD, is the John C. Hungerpiller Professor at the University of South Carolina. Dr. Compton-Lilly teaches courses in literacy studies and works with professional development schools in at the University of South Carolina. She has a passion for helping teachers to support children in learning to read and write. Her interests include examining how time operates as a contextual factor in children’s lives as they progress through school and construct their identities as students and readers. She is the author/editor of several books and has published widely in educational journals.

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Published

2022-11-04

How to Cite

Thompson, S. L., Curcio, R., Adgerson, A., Harbour, K. E., D’Amico, L. K., West, H. S., Roy, G. J., Baker, M. A., Guest, J., & Compton-Lilly, C. (2022). Virtual Summer Institutes as a Method of Rural Science Teacher Development. Theory & Practice in Rural Education, 12(2), 153–178. https://doi.org/10.3776/tpre.2022.v12n2p153-178

Issue

Vol. 12 No. 2 (2022): Theory & Practice in Rural Education: Special Issue on Rural STEM Teacher Development

Section

Research Forum

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Copyright (c) 2022 Stephen L Thompson, Rachelle Curcio, Amber Adgerson, Kristin E Harbour, Leigh Kale D’Amico, Hall S West, George J Roy, Melissa A Baker, Jessie Guest, Catherine Compton-Lilly

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