Supporting Science Argumentation Through Professional Development: How Facilitators Promote Teacher Learning of Challenging Practices

This study explores how continuous professional development (CPD) supports elementary science teachers in implementing complex pedagogical practices such as fostering discussions and argumentation in the classroom. Situated in the context of Chilean elementary education, where such practices are relatively new, the research examines the role of CPD facilitators in promoting teachers' professional growth. Using a qualitative approach, the study focuses on CPD sessions designed for elementary science teachers, analyzing how facilitators modeled dialogic pedagogy and supported teacher learning. Data were collected from online CPD sessions with eight teachers and four facilitators, using video recordings and field notes. The findings indicate that facilitators employed diverse support strategies, including clarifying concepts, offering examples, and encouraging evidence-based discussions, to help teachers address challenges and needs in planning and fostering the teaching of science argumentation. The study underscores the critical role of CPD in equipping teachers with tools to adopt novel teaching practices and provides insights into effective strategies. These findings may inform the design of CPD programs that address teacher needs and promote the integration of emerging practices like productive discussions and argumentation in contexts where they are not yet widespread.