Abstract
Professional development programmes for teachers that aim at context-based science education are usually lengthy and less effective than intended. In this study, a one-year professional development programme was designed and evaluated that consistently started from the teachers’ concerns regarding context-based education. The teachers reported a positive shift in concerns, from self-as-teacher concerns towards student-learning concerns. They also reported that they came to grips with what context-based science education means in teaching practice. Although the number of participants was small (n = 5), this study uncovers that focusing on teachers’ concerns throughout the professional development programme is a potentially effective approach to teacher learning. The shifts in their concerns is an important condition for long-lasting change.
Original language | English |
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Pages (from-to) | 523-539 |
Number of pages | 17 |
Journal | Professional Development in Education |
Volume | 48 |
Issue number | 3 |
Early online date | 8 Jan 2020 |
DOIs | |
Publication status | Published - Jun 2022 |
Keywords
- Context-based education
- concerns-based model
- designing curriculum materials
- teacher professional development