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ERIC Number: EJ917912
Record Type: Journal
Publication Date: 2011-Apr
Pages: 21
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-0263-5143
Towards Accomplished Practice in Learning Skills for Science (LSS): The Synergy between Design and Evaluation Methodology in a Reflective CPD Programme
Scherz, Zahava; Bialer, Liora; Eylon, Bat-Sheva
Research in Science & Technological Education, v29 n1 p49-69 Apr 2011
This study was carried out in the framework of continuous professional development (CPD) programmes following a CPD model aimed at promoting "accomplished practice" involving: pedagogical knowledge, content knowledge, pedagogical content knowledge and scholarship of teaching. Teachers were asked to bring evidence about their practice. The context was related to the "Learning Skills for Science" (LSS) programme, which advocates the explicit incorporation of high-order learning skills into science school curricula. The main goal of the study was to test the evidence-based LSS CPD model by investigating the impact of its related CPD programmes on participating teachers. The impact relates to teachers' perceptions about teaching learning skills, teachers' LSS practice, and their professional influence in the educational system. As part of the evaluation method, we developed a criterion-based diagnostic tool and a visual representation, designed to assess a teacher's professional profile and progression according to dimensions of "accomplished practice". The diagnostic tool can be adjusted and tailored to different CPD domains. Results indicated that requiring teachers to bring evidence from practice and students' learning enabled us to follow teachers' progress and succeeded to improve their performances towards accomplished LSS practice. The results exemplify a synergy between CPD designed activities and the ongoing evaluation of its impact. (Contains 4 tables and 5 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel; United Kingdom