NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ883545
Record Type: Journal
Publication Date: 2009
Pages: 10
Abstractor: As Provided
Reference Count: 57
ISBN: N/A
ISSN: ISSN-1756-1108
Strategies for a Professional Development Programme: Empowering Teachers for Context-Based Chemistry Education
Stolk, Machiel J.; Bulte, Astrid M. W.; de Jong, Onno; Pilot, Albert
Chemistry Education Research and Practice, v10 n2 p154-163 2009
The aim of this study is to understand the design of professional development programmes in teacher-based and context-based chemistry curriculum innovations. Firstly, the goals of these programmes are discussed and related to the concept of empowerment. Next, in a selection of empirical studies, four general strategies for professional development are analysed (providing access to innovative units, organising reflection, collaboration and organising the design of innovative units by teachers). This analysis results in two outcomes: (1) a sequence of events for teacher-based and context-based curriculum design and (2) the conclusion that in these studies explicit relations between the goals, the strategies and the activities in these programmes are lacking; they should be made more explicit. It is recommended that a theory for teacher professional development should be used to describe these relations.
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands