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Direct linkWei, Bing – Research in Science Education, 2020
This paper reports an empirical study of teacher development in the process of implementing an integrated science curriculum in a junior high school in China. Six science teachers with different subject backgrounds were invited to participate in this study. A pragmatic model of teacher learning that includes both cognitive and situated-learning…
Descriptors: Junior High School Teachers, Faculty Development, Science Curriculum, Curriculum Implementation
Fitzgerald, Michael; Danaia, Lena; McKinnon, David H. – Research in Science Education, 2019
In recent years, calls for the adoption of inquiry-based pedagogies in the science classroom have formed a part of the recommendations for large-scale high school science reforms. However, these pedagogies have been problematic to implement at scale. This research explores the perceptions of 34 positively inclined early-adopter teachers in…
Descriptors: Barriers, Inquiry, Active Learning, Science Instruction
Kallery, Maria – Research in Science Education, 2018
In this paper, we present a professional development/upgrading programme in science for early-years teachers and investigate its impact on the teachers' competencies in relation to their knowledge and teaching of science. The basic idea of the programme was to motivate the teachers by making them members of an action research group aimed at…
Descriptors: Science Instruction, Faculty Development, Knowledge Base for Teaching, Teacher Competencies
