The effects of the Design and Development of a Chemistry Curriculum Reform on Teachers' Professional Growth: A Case Study

Fer Coenders, Cees Terlouw, Sanne Dijkstra, Jules Pieters

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A curriculum innovation requires new learning material for students and a preparation program for teachers, in which teacher learning is a key ingredient. In this paper we describe how three experienced teachers, involved in the development and subsequent classroom enactment of student learning material for context-based chemistry education, professionalized. For data collection a questionnaire, three interviews and discussion transcripts were used. Our results show that: (a) teachers, cooperating in a network under supervision of an expert, can develop innovative learning material; (b) the development of learning material can be seen as a powerful program to prepare teachers for an innovation; and (c) teachers’ knowledge increased in all five pedagogical content knowledge domains during the development and class enactment phases.
Original languageEnglish
Pages (from-to)534-557
JournalJournal of science teacher education
Issue number5
Publication statusPublished - 2010


  • Curriculum change
  • Learning material development
  • Professional development
  • Professional growth

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