Towards a Framework for a Professional Development Programme: Empowering Teachers for Context-Based Chemistry Education

Autor/inn/en	Stolk, Machiel J.; Bulte, Astrid M. W.; de Jong, Onno; Pilot, Albert
Titel	Towards a Framework for a Professional Development Programme: Empowering Teachers for Context-Based Chemistry Education
Quelle	In: Chemistry Education Research and Practice, 10 (2009) 2, S.164-175 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/b908255g
Schlagwörter	Chemistry; Science Education; Professional Development; Science Teachers; Curriculum Design; Learning Theories; Teacher Education; Models; Educational Innovation; Curriculum Implementation; Teacher Characteristics; Learning Processes; Teacher Empowerment + Suchen Sie Ihr Suchwort? Chemie; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrplangestaltung; Learning theory; Lerntheorie; Lehrerausbildung; Lehrerbildung; Analogiemodell; Instructional innovation; Bildungsinnovation; Learning process; Lernprozess
Abstract	The aim of this study is to develop a framework for professional development programmes that empowers chemistry teachers to teach and design context-based chemistry curricula. Firstly, teachers' involvement, their concerns and their professional development in several context-based curriculum innovations is discussed. Secondly, to develop such a framework, a theory for (teacher) learning is needed. From an overview of several theories for (teacher) learning, an adapted version of Galperin's theory for the internalisation of mental actions is selected. Thirdly, this theory is combined with four strategies for professional development, five events for teacher-based curriculum design, and specific goals into a framework for this kind of professional development programmes. This framework will contribute to a better understanding of the relations between the goals of such professional development programmes, the intended learning processes of the teachers and the sequence of events in such programmes. Empirical research with this framework is recommended. (Contains 2 figures.) (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10