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ERIC Number: EJ883546
Record Type: Journal
Publication Date: 2009
Pages: 12
Abstractor: As Provided
Reference Count: 79
ISBN: N/A
ISSN: ISSN-1756-1108
Towards a Framework 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 p164-175 2009
The aim of this study is to develop a framework for professional development programmes that empowers chemistry teachers to teach and design context-based chemistry curricula. Firstly, teachers' involvement, their concerns and their professional development in several context-based curriculum innovations is discussed. Secondly, to develop such a framework, a theory for (teacher) learning is needed. From an overview of several theories for (teacher) learning, an adapted version of Galperin's theory for the internalisation of mental actions is selected. Thirdly, this theory is combined with four strategies for professional development, five events for teacher-based curriculum design, and specific goals into a framework for this kind of professional development programmes. This framework will contribute to a better understanding of the relations between the goals of such professional development programmes, the intended learning processes of the teachers and the sequence of events in such programmes. Empirical research with this framework is recommended. (Contains 2 figures.)
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