Heather Johnson's research interests involve looking at supports for teacher learning and how these supports affect teacher practice and ultimately student learning. Supports include everything from curriculum materials to professional development, coaching, and university courses. Specifically, she is interested in developing and using supports to help teachers attend and respond to student ideas about science and then identifying how teachers differentially adjust their practice in response to these supports. Video analysis, through video clubs or as a coaching practice, has been a common thread through much of her work as it helps explicitly direct preservice and inservice teachers to notice and respond to student thinking in the rough and tumble of science practice.
