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.
- Concerns-based model
- Teacher professional development
- Designing curriculum materials
- Context-based education
de Putter-Smits, L. G. A., Nieveen, N. M., Taconis, R., & Jochems, W. (2020). A one-year teacher professional development programme towards context-based science education using a concerns-based approach. Professional development in education. https://doi.org/10.1080/19415257.2020.1712616