what is the best way to describe the role of the teacher in the present context
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Teachers work within contexts, and those contexts matter. The committee’s view of teacher learning is one of a dynamic process contingent on its context—including the policies, practices, and norms of the groups with which teachers interact—as well as teachers’ own individual characteristics. Science teachers work in classrooms, departments, schools, districts, and professional organizations. They work within a larger, ever-expanding and shifting educational system, characterized by ongoing state and federal reform efforts and changing student and teacher populations (Cuban, 2010; Cusick, 2014). These shifts and others are important to both acknowledge and take into account as one considers the resources necessary to nurture and sustain teachers in the reform of science education. For example, state standards are significant drivers of curriculum, instruction, assessments, and the allocation of various resources for teachers. In general, the last 20 years have seen an increase in expectations for children’s scientific literacy (National Research Council, 2010; President’s Council of Advisors on Science and Technology, 2010). The Next Generation Science Standards (hereafter referred to as NGSS) represent an important step in that evolution, articulating a vision for science education that is profoundly different from the status quo, and that will require science teachers to have a new set of skills.
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