Experienced Science Teachers' Learning in the Context of Educational Innovation

Autor/inn/en	Henze, Ineke; van Driel, Jan H.; Verloop, Nico
Titel	Experienced Science Teachers' Learning in the Context of Educational Innovation
Quelle	In: Journal of Teacher Education, 60 (2009) 2, S.184-199 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487108329275
Schlagwörter	Informal Education; Learning Activities; Individual Activities; Educational Innovation; Educational Change; Foreign Countries; Science Teachers; Teaching Methods; Learning Processes; Secondary Education; Teacher Education; Netherlands + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Lernaktivität; Individual work; Einzelarbeit; Instructional innovation; Bildungsinnovation; Bildungsreform; Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Sekundarbereich; Lehrerausbildung; Lehrerbildung; Niederlande
Abstract	In the context of educational innovation, it is important to investigate how in-service teachers learn and adapt their knowledge to changing professional circumstances. The authors investigated the informal learning of a small number of experienced science teachers in their first few years of teaching a new science syllabus in secondary education in the Netherlands. The storyline method was used to elicit the teachers' perceptions of their learning from experiences at work. The authors focused on three aspects of learning, namely, teachers' learning activities, courses of development, and changed competences. From the results, two qualitatively different ways of learning were identified. Type I represents a revolutionary course of development in a teacher's engagement in mainly individual activities in the working context. Type II symbolizes an evolutionary development in a teacher's participation in both individual and collaborative activities. Implications for professional development initiatives are discussed, as are suggestions for initial teacher education. (Contains 2 notes, 3 tables, and 2 figures.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10