Design of a model for a professional development programme for a multidisciplinary science subject in the Netherlands.

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Abstract

Schools are increasingly integrating multidisciplinary education into their programmes. The Minister of Education, Culture and Science has introduced a new, integrated science subject in secondary education in the Netherlands, called Nature, Life and Technology (NLT). This research note describes the design of a generic model for a professional development programme to prepare teachers with and assist them during the implementation of a multidisciplinary science module. Three sources were used for this design: subject features including school practices, the curriculum design phases, and professional development characteristics, in combination with three factors influencing the quality of the professional development: context, process and content. These sources and factors have been translated into a generic model. Three experts evaluated this generic model: a teacher trainer who was also involved in the development of NLT modules; a biology and NLT teacher who was also involved in a regional NLT information centre; and a chemistry and NLT teacher. Overall, the experts were positive. They judged 12 out of 13 aspects of the model as sufficient or better. They were, however, critical about the issue of whether the model offers sufficient possibilities for participants to familiarise themselves with new subject content knowledge.
Original languageEnglish
Pages (from-to)679-682
Number of pages4
JournalProfessional development in education
Volume38
Issue number4
DOIs
Publication statusPublished - 2012

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Netherlands
science
teacher
expert
information center
secondary education
school
minister
biology
education
chemistry
curriculum

Keywords

  • METIS-290679
  • IR-83804

Cite this

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title = "Design of a model for a professional development programme for a multidisciplinary science subject in the Netherlands.",
abstract = "Schools are increasingly integrating multidisciplinary education into their programmes. The Minister of Education, Culture and Science has introduced a new, integrated science subject in secondary education in the Netherlands, called Nature, Life and Technology (NLT). This research note describes the design of a generic model for a professional development programme to prepare teachers with and assist them during the implementation of a multidisciplinary science module. Three sources were used for this design: subject features including school practices, the curriculum design phases, and professional development characteristics, in combination with three factors influencing the quality of the professional development: context, process and content. These sources and factors have been translated into a generic model. Three experts evaluated this generic model: a teacher trainer who was also involved in the development of NLT modules; a biology and NLT teacher who was also involved in a regional NLT information centre; and a chemistry and NLT teacher. Overall, the experts were positive. They judged 12 out of 13 aspects of the model as sufficient or better. They were, however, critical about the issue of whether the model offers sufficient possibilities for participants to familiarise themselves with new subject content knowledge.",
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author = "Visser, {Talitha Christine} and Coenders, {Ferdinand G.M.} and C. Terlouw and Pieters, {Julius Marie}",
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AU - Terlouw, C.

AU - Pieters, Julius Marie

PY - 2012

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N2 - Schools are increasingly integrating multidisciplinary education into their programmes. The Minister of Education, Culture and Science has introduced a new, integrated science subject in secondary education in the Netherlands, called Nature, Life and Technology (NLT). This research note describes the design of a generic model for a professional development programme to prepare teachers with and assist them during the implementation of a multidisciplinary science module. Three sources were used for this design: subject features including school practices, the curriculum design phases, and professional development characteristics, in combination with three factors influencing the quality of the professional development: context, process and content. These sources and factors have been translated into a generic model. Three experts evaluated this generic model: a teacher trainer who was also involved in the development of NLT modules; a biology and NLT teacher who was also involved in a regional NLT information centre; and a chemistry and NLT teacher. Overall, the experts were positive. They judged 12 out of 13 aspects of the model as sufficient or better. They were, however, critical about the issue of whether the model offers sufficient possibilities for participants to familiarise themselves with new subject content knowledge.

AB - Schools are increasingly integrating multidisciplinary education into their programmes. The Minister of Education, Culture and Science has introduced a new, integrated science subject in secondary education in the Netherlands, called Nature, Life and Technology (NLT). This research note describes the design of a generic model for a professional development programme to prepare teachers with and assist them during the implementation of a multidisciplinary science module. Three sources were used for this design: subject features including school practices, the curriculum design phases, and professional development characteristics, in combination with three factors influencing the quality of the professional development: context, process and content. These sources and factors have been translated into a generic model. Three experts evaluated this generic model: a teacher trainer who was also involved in the development of NLT modules; a biology and NLT teacher who was also involved in a regional NLT information centre; and a chemistry and NLT teacher. Overall, the experts were positive. They judged 12 out of 13 aspects of the model as sufficient or better. They were, however, critical about the issue of whether the model offers sufficient possibilities for participants to familiarise themselves with new subject content knowledge.

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