Why Professional Development Should Challenge Teachers' Core Beliefs.

Kinchin, Ian M.

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Peer reviewed

ERIC Number: EJ656481

Record Type: CIJE

Publication Date: 2002

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0036-6811

EISSN: N/A

Why Professional Development Should Challenge Teachers' Core Beliefs.

Kinchin, Ian M.

School Science Review, v84 n306 p77-82 Sep 2002

Presents a brief introduction to the argument that teachers need to challenge their basic assumptions about teaching if their classroom practice is to develop. Suggests moving away from the transmission of content from expert to novice (objectivist approach) towards a more dynamic system of shared learning (constructivist approach). (MM)

Descriptors: Constructivism (Learning), Educational Strategies, Innovation, Science Instruction, Science Teachers, Secondary Education, Teacher Education

Publication Type: Journal Articles; Reports - Descriptive

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Note: Special issue: Management and Key Stage 3.