A model for teacher learning in the context of a curriculum renewal

Fer Coenders*, Cees Terlouw

*Corresponding author for this work

    Research output: Contribution to conferencePaperAcademic

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    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.
    Original languageEnglish
    Number of pages23
    Publication statusPublished - 25 Mar 2012
    EventNARST 2012 Annual International Conference: Re-Imagining Research in 21st Century Science Education for a Diverse Global Community - Indianapolis, United States
    Duration: 25 Mar 201228 Mar 2012


    ConferenceNARST 2012 Annual International Conference
    Country/TerritoryUnited States
    Internet address


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