A Model for In-service Teacher Learning in the Context of an Innovation

Research output: Contribution to journalArticleAcademicpeer-review

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Abstract

When curricula change, teachers have to bring their knowledge and beliefs up to date. Two aspects can be distinguished: what do teachers learn and how is it learned. Two groups of teachers were involved during the preparation of a new chemistry curriculum. One group developed student learning material and subsequently enacted this in class. Another group only class-enacted this. Based on teacher learning, a model to understand teacher growth is presented. As the combination of a development phase with a class enactment phase proved instrumental, an existing model, the interconnected model of teacher professional growth, was extended. The consequence is that for teacher learning for a renewal a (re)development phase followed by a class enactment phase is essential
Original languageEnglish
Pages (from-to)451-470
JournalJournal of science teacher education
Volume26
Issue number5
DOIs
Publication statusPublished - 31 May 2015

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innovation
teacher
learning
curriculum
Group
redevelopment
chemistry
student

Keywords

  • IR-96079
  • METIS-310581

Cite this

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title = "A Model for In-service Teacher Learning in the Context of an Innovation",
abstract = "When curricula change, teachers have to bring their knowledge and beliefs up to date. Two aspects can be distinguished: what do teachers learn and how is it learned. Two groups of teachers were involved during the preparation of a new chemistry curriculum. One group developed student learning material and subsequently enacted this in class. Another group only class-enacted this. Based on teacher learning, a model to understand teacher growth is presented. As the combination of a development phase with a class enactment phase proved instrumental, an existing model, the interconnected model of teacher professional growth, was extended. The consequence is that for teacher learning for a renewal a (re)development phase followed by a class enactment phase is essential",
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A Model for In-service Teacher Learning in the Context of an Innovation. / Coenders, Ferdinand G.M.; Terlouw, C.

In: Journal of science teacher education, Vol. 26, No. 5, 31.05.2015, p. 451-470.

Research output: Contribution to journalArticleAcademicpeer-review

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T1 - A Model for In-service Teacher Learning in the Context of an Innovation

AU - Coenders, Ferdinand G.M.

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N2 - When curricula change, teachers have to bring their knowledge and beliefs up to date. Two aspects can be distinguished: what do teachers learn and how is it learned. Two groups of teachers were involved during the preparation of a new chemistry curriculum. One group developed student learning material and subsequently enacted this in class. Another group only class-enacted this. Based on teacher learning, a model to understand teacher growth is presented. As the combination of a development phase with a class enactment phase proved instrumental, an existing model, the interconnected model of teacher professional growth, was extended. The consequence is that for teacher learning for a renewal a (re)development phase followed by a class enactment phase is essential

AB - When curricula change, teachers have to bring their knowledge and beliefs up to date. Two aspects can be distinguished: what do teachers learn and how is it learned. Two groups of teachers were involved during the preparation of a new chemistry curriculum. One group developed student learning material and subsequently enacted this in class. Another group only class-enacted this. Based on teacher learning, a model to understand teacher growth is presented. As the combination of a development phase with a class enactment phase proved instrumental, an existing model, the interconnected model of teacher professional growth, was extended. The consequence is that for teacher learning for a renewal a (re)development phase followed by a class enactment phase is essential

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