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ERIC Number: EJ946296
Record Type: Journal
Publication Date: 2011-Aug
Pages: 12
Abstractor: As Provided
Reference Count: 55
ISSN: ISSN-1305-8223
Effects of a Long-Term Participatory Action Research Project on Science Teachers' Professional Development
Eilks, Ingo; Markic, Silvija
EURASIA Journal of Mathematics, Science & Technology Education, v7 n3 p149-160 Aug 2011
This paper describes the potential of long-term co-operation between science educators and science teachers concerning the teachers' continuous professional development, based on Participatory Action Research in science education. The discussion is based on a six-year case study observing a group of about ten German chemistry teachers by chemistry educators from the university. Substantial changes in teachers' professional habits and views were found. These findings will be theoretically framed within the Pedagogical Content Knowledge (PCK) debate, a model representing three different modes of action research and the Interconnected Model of Teachers' Professional Growth (IMTPG). The following discussion will provide an explanation of the changes in the teachers' professional attitudes and views. This is based on a description of overcoming the participatory approach by addressing essential elements of teacher emancipation. Consequences for classical approaches of in-service teacher training are discussed. (Contains 3 figures and 1 footnote.)
EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany