NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ757847
Record Type: Journal
Publication Date: 2007-Jun
Pages: 15
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0157-244X
Subject, Relationships and Identity: The Role of a Science Department in the Professional Learning of a Non-University Science Educated Teacher
Melville, Wayne; Wallace, John
Research in Science Education, v37 n2 p155-169 Jun 2007
This article employs the concept of community to interpret teacher professional learning in the context of the school science department. Using the transcripts of staff meetings, lesson observations and the conversations of school administrators, the departmental community is examined in terms of three metaphors: subject, relationships and identity. In an era of a rapidly changing science teacher demographic, the article highlights potential differences in professional learning opportunities between teachers who are university educated in science and those without a science background. The research raises three issues for the science education community to address.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A