Our study expands current literature on the professional growth of experienced teachers in educational innovations. Using a case study approach, we investigate changes in instructional practice of an experienced science teacher over two cohorts of students in the context of a content innovation, and reveal the reasons behind these changes. The Interconnected Model of Teacher Professional Growth framework is used to interpret findings.
['Sao-Ee Goh', 'Susan A. Yoon']
Investigating teacher growth in the context of content innovation