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An analysis of teaching competence in science teachers involved in the design of context-based curriculum materials

By L.G.A. de Putter - Smits, R. Taconis, J.H. van Driel and W.M.G. Jochems

Abstract

The committees for the current Dutch context-based innovation in secondary science education employed teachers to design context-based curriculum materials. A study on the learning of science teachers in design teams for context-based curriculum materials is presented in this paper. In a correlation study, teachers with (n¿=¿25 and 840 students) and without (n¿=¿8 and 184 students) context-based curriculum material design experience were compared on context-based competence. Context-based competence comprises context handling, regulation, emphasis, design, and school innovation. Context-based teaching competence was mapped using both qualitative and quantitative research methods in a composite instrument. Due to the differences in design team set-up for different science subjects, teachers with design experience from different science subjects were also compared on their context-based competence. It was found that teachers with design experience showed more context-based competence than their non-designing colleagues. Furthermore, teachers designing for biology showed more context-based competence than their peers from other science subjects

Year: 2012
DOI identifier: 10.1080/09500693.2012.656291
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Provided by: NARCIS
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