A one-year teacher professional development programme towards context-based science education using a concerns-based approach

Lesley G.A. de Putter-Smits, Nienke Martien Nieveen, Ruurd Taconis, Wim Jochems

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Abstract

Professional development programmes for teachers that aim at context-based science education are usually lengthy and less effective than intended. In this study, a one-year professional development programme was designed and evaluated that consistently started from the teachers’ concerns regarding context-based education. The teachers reported a positive shift in concerns, from self-as-teacher concerns towards student-learning concerns. They also reported that they came to grips with what context-based science education means in teaching practice. Although the number of participants was small (n = 5), this study uncovers that focusing on teachers’ concerns throughout the professional development programme is a potentially effective approach to teacher learning. The shifts in their concerns is an important condition for long-lasting change.
Original languageEnglish
Number of pages17
JournalProfessional development in education
DOIs
Publication statusE-pub ahead of print/First online - 8 Jan 2020

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teacher
science
education
teaching practice
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student

Keywords

  • UT-Hybrid-D
  • concerns-based model
  • teacher professional development
  • designing curriculum materials
  • Context-based education

Cite this

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A one-year teacher professional development programme towards context-based science education using a concerns-based approach. / de Putter-Smits, Lesley G.A.; Nieveen, Nienke Martien; Taconis, Ruurd; Jochems, Wim.

In: Professional development in education, 08.01.2020.

Research output: Contribution to journalArticleAcademicpeer-review

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