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ERIC Number: EJ1069970
Record Type: Journal
Publication Date: 2015-Aug
Pages: 20
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-1046-560X
A Model for In-Service Teacher Learning in the Context of an Innovation
Coenders, Fer; Terlouw, Cees
Journal of Science Teacher Education, v26 n5 p451-470 Aug 2015
When curricula change, teachers have to bring their knowledge and beliefs up to date. Two aspects can be distinguished: "what" do teachers learn and "how" is it learned. Two groups of teachers were involved during the preparation of a new chemistry curriculum. One group developed student learning material and subsequently enacted this in class. Another group only class-enacted this. Based on teacher learning, a model to understand teacher growth is presented. As the combination of a "development phase" with a "class enactment phase" proved instrumental, an existing model, the interconnected model of teacher professional growth, was extended. The consequence is that for teacher learning for a renewal a "(re)development phase" followed by a "class enactment" phase is essential.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A