ERIC Number: ED395763
Record Type: RIE
Publication Date: 1996
Reference Count: N/A
Teacher Development: A Model From Science Education.
Bell, Beverley; Gilbert, John
This book reports on the findings of a 3-year research project, Learning in Science, carried out in New Zealand. It documents the teacher development process for a group of science teachers as they used new teaching activities to take into account students' thinking, constructivist views of learning, and alternative conceptions. The professional growth teachers seek includes responses to such concerns as continuity, progression, differentiation, the inclusive curriculum, assessment, teaching and learning activities, curriculum science, and resources to support teaching and learning. The theme of this book is that teaching is practiced in a public arena and is a social activity governed by rules and norms. Chapter 1 outlines the concerns of teachers seeking professional development and their frustrations over wanting to change but not always achieving it. Chapter 2 describes a descriptive model of teacher development that arose from a 3-year research project and elaborates the key aspects of professional, personal, and social development. Chapter 3 discusses a social constructivist view as it relates to teacher development. Chapters 4 to 7 document, with the aid of illustrative data, the factors that helped the development of the teachers in the research project: feeling better about themselves as teachers; better learning; support, feedback, and reflection; knowing about the change process; and the use of anecdotes. Chapter 8 discusses the wider social influences on teaching and teacher development and the challenges of the educational contexts of teacher development. The final chapter highlights the challenges of the new model to policy makers, school management, teacher developers, and teachers. Contains 204 references. (JRH)
Descriptors: Constructivism (Learning), Educational Strategies, Elementary Secondary Education, Foreign Countries, Higher Education, Knowledge Base for Teaching, Misconceptions, Models, Professional Development, Science Curriculum, Science Education, Science Teachers, Teacher Education, Teaching Methods
Falmer Press, Taylor and Francis, Inc., Suite 101, 1900 Frost Road, Bristol, PA 19007 (paperback: ISBN-0-7507-0-427-6; clothbound: ISBN-0-7507-426-8).
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: New Zealand