Teachers play a crucial role in curriculum changes, as they are the ones to implement a new curriculum in class. Therefore, teachers need to bring their knowledge and beliefs (pedagogical content knowledge) in line with the new curricular demands. The reason for the study is the introduction of a context-based chemistry high school curriculum in the Netherlands, and the question was how to best prepare teachers for such a new curriculum. Teacher learning for two groups of teachers form the bases for this model. One group developed and subsequently class enacted student learning material for this new curriculum, and the other group only class enacted this learning material. The combination of developing student learning material and class enactment proves instrumental for teacher learning. In the model, an extension of the Interconnected Model of Teacher Professional Growth, teacher learning during the development phase and the class enactment phase becomes visible. The consequence of this model is that for teacher learning in the context of a curriculum renewal to take place, both a (re)development phase as a class enactment phase are essential. Especially the design of the External Domain facilitates initial teacher learning.
|Number of pages||23|
|Publication status||Published - 25 Mar 2012|
|Event||NARST 2012 Annual International Conference: Re-Imagining Research in 21st Century Science Education for a Diverse Global Community - Indianapolis, United States|
Duration: 25 Mar 2012 → 28 Mar 2012
|Conference||NARST 2012 Annual International Conference|
|Period||25/03/12 → 28/03/12|