Article thumbnail

Evidence-Based Professional Development of Science Teachers in Two Countries

By Christine Harrison, Avi Hofstein, Bat-Sheva Eylon and Shirley Simon


The focus of this collaborative research project of King?s College London, and the Weizmann Institute, Israel. project is on investigating the ways in which teachers can demonstrate accomplished teaching in a specific domain of science and on the teacher learning that is generated through continuing professional development programs (CPD) that lead towards such practice. The interest lies in what processes and inputs are required to help secondary school science teachers develop expertise in a specific aspect of science teaching. `It focuses on the design of the CPD programmes and examines the importance of an evidence-based approach through portfolioconstruction in which professional dialogue pathes the way for teacher learning. The set of papers highlight the need to set professional challenge while tailoring CPD to teachers? needs to create the environment in which teachers can advance and transform their practice. The cross-culture perspective added to the richness of the development and enabled the researchers to examine which aspects were fundamental to the design by considering similarities and differences between the domains

Year: 2008
OAI identifier:

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.

Suggested articles


  1. (1998). A tale of two schools",
  2. (1987). and teaching: Foundation of the new reform,
  3. (2003). Benefits to Teachers of the Professional Learning Portfolio: a case study.
  4. (1998). Designing Professional development for teachers of science and mathematics. Thousand Oaks,
  5. (2002). Developing Portfolios for Learning and Assessment.
  6. (1995). development in Education: New Paradigms and Practices.
  7. (2005). Formative assessment for all: a whole school approach to pedagogic change.
  8. (2004). How and what teachers learn: a shifting perspective. doi
  9. (1996). Learning to teach. In
  10. (2005). Lost in Translation: Mentors Learning to Participate in Competing Discources of Practice.
  11. (1999). Nature, sources and development of pedagogical content knowledge for science teaching.
  12. (1992). Portfolios in Teacher Education: A Component of Reflective Teacher Education, paper presented at the annual meeting of the American Educational Research Association,
  13. Professional development and reform in science education: the role of teachers’ practical knowledge. doi
  14. (2004). Professional development and teacher learning: Mapping the terrain.
  15. (1998). Professional development of science teachers. In
  16. (2000). School Science Culture: A case study of barriers to developing professional knowledge.
  17. (2004). Scientific Communication": An instructional program for high order learning skills and its impact on students' learning":
  18. (1991). Situated Learning: Legitimate Peripheral Participation. New York:
  19. (1994). Teacher development as personal, professional, and social development.
  20. (1996). Teacher Development: A Model from Science Education. London: Routledge Falmer.
  21. (2002). Teacher learning for educational change. Buckingham,
  22. (2005). The impact of collaborative CPD on classroom teaching and learning. Review: What do teacher impact data tell us about collaborative CPD? In:
  23. (1998). The Portfolio Question: The Power of SelfDirected Inquiry,
  24. (2004). The Professional Development of Teachers: Practice and Theory. London,
  25. (1999). The scholarship of teaching - New elaborations, new developments.
  26. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? doi