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ABSTRACT This qualitative case study delved into students’ understanding and positioning while they participated in solving an authentic, conceptually‐based problem in a high‐school chemistry class. Verbal and nonverbal cues, particularly gestures, offered broader awareness of students’ engagement in sensemaking during the learning experience. The chemistry classroom emerged as a dynamic space where intricate scientific thinking unfolded during this experience, and our embodied, multimodal analysis focused on unraveling this complexity. Our analysis determined the ways that various features of the contextual configuration—the intersection of different semiotic fields in the social setting—affected student thinking and participation. For example, the lack of specific reference to semiotic resources and the lack of attention to a key gesture influenced the way ideas evolved in the solution generation phase. The analysis also revealed the teacher's impact on the contextual configuration at critical junctures, including her influence on the use of semiotic resources and on student positioning. Finally, the embodied and multimodal analysis provided insights into the affordances and constraints of the activity structure and modes of communication on student's involvement in scientific practices. These insights highlighted the importance of educators recognizing diverse forms of student expression, including gestures, as essential for nurturing scientific sensemaking and supporting students in utilizing different modalities productively. Our approach can assist researchers in holistically investigating pedagogical strategies that can facilitate reform‐based science teaching. It can also assist teachers in fostering effective communication—both verbal and non‐verbal, while simultaneously guiding positioning within and between student groups, establishing an environment conducive to equitable sensemaking. [ABSTRACT FROM AUTHOR] more...

Teacher learning and teacher leadership are connected, especially collaborative inquiry among teachers, which can facilitate teachers in developing as leaders (Darling-Hammond et al., 2017; Szczesiul & Huizenga, 2015; Yow & Lotter, 2016). Below, we present a few teacher leader and STEM teacher leader frameworks to familiarize readers with current work in the field. Our research group hopes to add knowledge about STEM teacher leadership experiences that are vital for developing and supporting teacher leaders, especially those that help teachers to remain in the teaching profession. TEACHER LEADERSHIP AND STEM TEACHER LEADERSHIP FRAMEWORKS The difficulty in a consistent teacher leader definition may explain the number of varied teacher leadership frameworks presented over the years. [Extracted from the article] more...

The program team operating an NSF Noyce Master Teacher program has been building a conceptual framework for developing teacher leaders. The program has focused its efforts on a group of 16 chemistry and physics teachers in Southeast high‐needs schools. The conceptual framework is based on the view that teacher leaders are those individuals who retain a classroom presence, while simultaneously innovating practice and empowering others. A core principle of the framework is that embodying these attributes requires an ability to see oneself and the teaching practice in a way that goes beyond the expertise associated with content and pedagogical knowledge. Evidence drawn from years three and four of the NSF Noyce Master Teacher program are presented to demonstrate the participating teachers' understanding of the framework's components. These data also indicate the potential of the teachers to use the framework's principles to engage in leadership activity. Characterizing such understanding and the changes in it are foundational to determining the way such a framework influences teachers' approaches to leadership. This paper has implications for the growing number of teacher leader initiatives across the United States, and for the question of whether science, technology, engineering, and mathematics (STEM) teacher leadership should be considered separately from a general notion of teacher leadership. [ABSTRACT FROM AUTHOR] more...