Journal ArticleDOI
Teacher development as professional, personal, and social development
TLDR
The authors described the findings of a 3-year research project on teacher development in which some New Zealand teachers of science were developing their teaching to take into account students' thinking and constructivist views of learning.About:
This article is published in Teaching and Teacher Education.The article was published on 1994-09-01. It has received 261 citations till now. The article focuses on the topics: Faculty development & Professional development.read more
Citations
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What is Teacher Development
TL;DR: Teacher development has emerged over the last decade as an identifiable area of study and much has been written on the subject as mentioned in this paper, however, teacher development tends for the most part to be dominated by issues, while the concept itself and the methods that may effect teacher development remain comparatively neglected.
Journal ArticleDOI
Pedagogical context knowledge: Toward a fuller understanding of what good science teachers know
John Barnett,Derek Hodson +1 more
TL;DR: In this paper, a codified model of teacher knowledge, situated in school science teaching, is proposed as a synthesis of a number of models, metaphors, and notions already described in the literature about teachers' knowledge.
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Teachers’ Beliefs and Practices in Technology-based Classrooms: A Developmental View
Tamar Levin,Rivka Wadmany +1 more
TL;DR: In this article, an exploratory, longitudinal study that analyzes and interprets the evolution of teachers' beliefs regarding learning teaching and technology, and their instructional practices, in the context of integrating technology-based information-rich tasks in six 4th-6th grade classrooms.
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Teacher Participation in Online Communities: Why Do Teachers Want to Participate in Self-Generated Online Communities of K-12 Teachers?
Jung Won Hur,Thomas Brush +1 more
TL;DR: In this article, the authors examined reasons for teacher participation in online communities of K-12 teachers and concluded that more emphasis needs to be placed on teachers' emotional sharing and promotion of self-esteem.
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Fostering a community of practice through a professional development program to improve elementary teachers' views of nature of science and teaching practice
TL;DR: This article explored the development of a community of learners through a professional development program to improve teachers' views of nature of science and teaching practice, and found that teachers became aware of their changes in views about NOS once they struggled with the concepts in their own teaching and discussed their struggles within the professional development community.
References
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Book
Learning in science : the implications of children's science
Peter Freyberg,Roger Osborne +1 more
Journal ArticleDOI
Learning to Teach against the Grain
TL;DR: Cochran-Smith argues that a powerful way for student teachers to learn to reform teaching, or what she refers to as teaching against the grain, is to work in the company of experienced teachers who are themselves struggling to be reformers in their own classrooms, schools, and communities.
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Concepts, Misconceptions and Alternative Conceptions: Changing Perspectives in Science Education
John K. Gilbert,D Michael Watts +1 more
TL;DR: In this article, concepts, misconceptions and alternative conceptions: Changing Perspectives in Science Education are discussed. But the authors focus on science education and do not consider the other aspects of science education.
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Students’ conceptions and the learning of science
TL;DR: The authors reviewed the theoretical contexts for research into children's conceptions in science and identified future directions for research programmes in this field, and proposed a framework for research programs in this area of interest.
Journal ArticleDOI
The Generative Learning Model and Its Implications for Science Education.
Roger Osborne,M. C. Wittrock +1 more
TL;DR: The Generative Learning Model and its Implications for Science Education as mentioned in this paper is a generative learning model and its implications for science education is discussed in detail in Section 2.1.