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ERIC Number: EJ997570
Record Type: Journal
Publication Date: 2013
Pages: 21
Abstractor: As Provided
Reference Count: 54
ISSN: ISSN-0950-0693
Critical Friendship, Collaboration and Trust as a Basis for Self-Determined Professional Development: A Case of Science Teaching
Ramnarain, Umesh Dewnarain; Modiba, Maropeng
International Journal of Science Education, v35 n1 p65-85 2013
This paper describes the development of curriculum design expertise from the perspective of a teacher reflecting on a science lesson. His involvement in the research process resulted in a self-determined professional development strategy. The description comes from data collected through lesson observations and an in-depth stimulated recall discussion to probe and uncover the teacher's understanding of the importance of the curriculum design principles related to his lesson. These data are supplemented with lessons plans studied over several months. Views expressed indicate that the professional development of the teacher was grounded in trust and trust-building that took time. The views also, suggest, amongst other issues, how empowerment evaluation can be used in enabling development in curriculum design.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa