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Peer reviewed Peer reviewed
ERIC Number: EJ578398
Record Type: CIJE
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0036-8326
Teacher Professional Development as Situated Sense-Making: A Case Study in Science Education.
Puttick, Gillian M.; Rosebery, Ann S.
Science Education, v82 n6 p649-77 Nov 1998
Examines a beginning elementary teacher's experiences participating in an educational research project and her work in the classroom to bring her students' ideas into contact with accepted scientific ideas and practices. The project explored an approach to professional development that engaged teachers in learning and viewing science as a socially and historically constituted sense-making practice. Contains 68 references. (Author/PVD)
Descriptors: Beginning Teachers, Case Studies, Classroom Techniques, Elementary Education, Knowledge Base for Teaching, Professional Development, Science Education, Scientific Enterprise, Scientific Principles, Teacher Effectiveness, Teacher Role, Teaching Methods
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Meaning Construction