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Evidence-Based Professional Development of Science Teachers in Two Countries

Harrison, Christine and Hofstein, Avi and Eylon, Bat-Sheva and Simon, Shirley (2008) Evidence-Based Professional Development of Science Teachers in Two Countries. International Journal of Science Education, 30 (5). pp. 577-591. ISSN 0950-0693

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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 portfolioconstruction 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.

Item Type: Article
Divisions: IOE Departments > Departments > Geography, Enterprise, Mathematics and Science
IOE Departments > Departments > Curriculum, Pedagogy and Assessment
Depositing User: IOE Repository Editor (2)
Date Deposited: 21 Oct 2009 15:30
Last Modified: 14 Oct 2013 12:09
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