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ERIC Number: EJ1026932
Record Type: Journal
Publication Date: 2014
Pages: 17
Abstractor: As Provided
Reference Count: 41
ISSN: ISSN-1742-5964
Personal and Professional Growth Realized: A Self-Study of Curriculum Design and Implementation in a Secondary Science Classroom
Coleman, Elizabeth; Leider, Megan
Studying Teacher Education, v10 n1 p53-69 2014
This study focuses on the experience of designing and implementing an action research-based curriculum in a secondary science classroom. By systematically examining ourselves and our practices, we brought to light beliefs and values that were realized through this process, came to a deeper understanding of our own learning, and developed new awareness as teachers and researchers. Here, we provide our perspective on how the process of curriculum design and implementation facilitated our personal and professional growth, and we share this as an example of how teacher educators and kindergarten through grade 12 teachers can position one another as generators and disseminators of knowledge through collaborative self-study to inform their own and others' teaching practices.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A