NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ993840
Record Type: Journal
Publication Date: 2012
Pages: 22
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-0950-0693
Evaluating a Professional Development Framework to Empower Chemistry Teachers to Design Context-Based Education
Stolk, Machiel Johan; Bulte, Astrid; De Jong, Onno; Pilot, Albert
International Journal of Science Education, v34 n10 p1487-1508 2012
Even experienced chemistry teachers require professional development when they are encouraged to become actively engaged in the design of new context-based education. This study briefly describes the development of a framework consisting of goals, learning phases, strategies and instructional functions, and how the framework was translated into a professional development programme intended to empower teachers to design context-based chemistry education. The programme consists of teaching a pre-developed context-based unit, followed by teachers designing an outline of a new context-based unit. The study investigates the process of teacher empowerment during the implementation of the programme. Data were obtained from meetings, classroom discussions and observations. The findings indicated that teachers became empowered to design new context-based units provided they had sufficient time and resources. The contribution of the framework to teacher empowerment is discussed. (Contains 1 figure, 4 tables and 1 note.)
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: Adult Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands