Date of Award
5-2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
College/School
College for Education and Engaged Learning
Department/Program
Teacher Education and Teacher Development
Thesis Sponsor/Dissertation Chair/Project Chair
Kathryn Herr
Committee Member
Jeremy Price
Committee Member
Pablo Tinio
Abstract
This study investigates the impact of professional development (PD) for science teachers within zoos and aquariums, focusing on how teachers translate their learning into classroom practice. This dissertation employs a case study approach to explore the qualitative nuances of the transformation of knowledge that teachers gain in zoo and aquarium PD into actionable practice in their teaching. Utilizing the Anthropological Theory of Didactics, particularly the concept of didactic transposition, the research examines how teachers select, adapt, and implement content and pedagogical strategies learned during PD into their teaching, with a specific focus on differences between primary and secondary educators. By identifying both enabling factors and barriers to implementation, this study aims to provide actionable insights for enhancing zoo and aquarium PD programs and fostering greater discourse on the value of informal science learning for teacher development.
File Format
Recommended Citation
Johnston, David Liam, "The Role that Zoo & Aquarium Professional Development Plays in Teacher Learning: A Qualitative Case Study Exploring Science Teacher Practice Through the Lens of Didactic Transposition" (2025). Theses, Dissertations and Culminating Projects. 1535.
https://digitalcommons.montclair.edu/etd/1535