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Evidence-based professional development of science teachers in two countries

[journal article]

Harrison, Christine; Hofstein, Avi; Eylon, Bat-Sheva; Simon, Shirley

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Please use the following Persistent Identifier (PID) to cite this document:http://nbn-resolving.de/urn:nbn:de:0168-ssoar-132569

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Abstract The focus of this collaborative research project of King’s College London, and the Weizmann Institute, Israel. project is on investigating the ways in which teachers can demonstrate accomplished teaching in a specific domain of science and on the teacher learning that is generated through continuing professional development programs (CPD) that lead towards such practice. The interest lies in what processes and inputs are required to help secondary school science teachers develop expertise in a specific aspect of science teaching. It focuses on the design of the CPD programmes and examines the importance of an evidence-based approach through portfolio-construction in which professional dialogue pathes the way for teacher learning. The set of papers highlight the need to set professional challenge while tailoring CPD to teachers' needs to create the environment in which teachers can advance and transform their practice. The cross-culture perspective added to the richness of the development and enabled the researchers to examine which aspects were fundamental to the design by considering similarities and differences between the domains.
Classification Teachers, Students, Pupils; Occupational Research, Occupational Sociology
Free Keywords teacher development; science education
Document language English
Publication Year 2008
Page/Pages p. 577-591
Journal International Journal of Science Education, 30 (2008) 5
DOI http://dx.doi.org/10.1080/09500690701854832
Status Postprint; peer reviewed
Licence PEER Licence Agreement (applicable only to documents from PEER project)