Abstract
| Original language | English |
|---|---|
| Journal | Professional Development in Education |
| DOIs | |
| Publication status | E-pub ahead of print - 8 Jan 2020 |
Cite this
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A one-year teacher professional development programme towards context-based science education using a concerns-based approach. / de Putter-Smits, Lesley G.A. (Corresponding author); Nieveen, Nienke; Taconis, Ruurd; Jochems, Wim M.G.
In: Professional Development in Education, 08.01.2020.Research output: Contribution to journal › Article › Academic › peer-review
TY - JOUR
T1 - A one-year teacher professional development programme towards context-based science education using a concerns-based approach
AU - de Putter-Smits, Lesley G.A.
AU - Nieveen, Nienke
AU - Taconis, Ruurd
AU - Jochems, Wim M.G.
PY - 2020/1/8
Y1 - 2020/1/8
N2 - 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
AB - 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
U2 - 10.1080/19415257.2020.1712616
DO - 10.1080/19415257.2020.1712616
M3 - Article
JO - Professional Development in Education
JF - Professional Development in Education
SN - 1941-5257
ER -