521 research outputs found
The effect of professional development on elementary science teachersâ understanding, confidence, and classroom implementation of reformâbased science instruction
Through a randomized controlled trial, this mixedâmethods study evaluated changes in elementary science teachersâ understandings, confidence, and classroom implementation of problemâbased learning (PBL), inquiry, and nature of science (NOS) instruction following participation in a professional development (PD) as well as the components of the PD that teachers perceived facilitated these changes. Results indicated that following the PD, treatment teacher (nâ=â139) understandings of and confidence for teaching inquiry, NOS, and PBL were significantly greater than control teachers (nâ=â98) after controlling for preunderstandings and confidence. The effect sizes were large. Treatment teachers also incorporated significantly more PBL, inquiry, and NOS into their instruction. Modeling, microteaching with feedback and reflection, and inâclassroom coaching facilitated teachersâ confidence, understanding, and intention to implement the reformâbased practices they learned. Implications for the understanding of the relationship between knowledge, confidence, and practice as well as elementary science teacher PD design are discussed
Towards a knowledge-rich learning environment in preparatory secondary education
In this case study a novel educational programme for students in preparatory vocational education was studied. The research questions were: (1) Which teaching/learning processes occur in a simulated workplace using the concept of a knowledge-rich workplace? (2) What is the role of models and modelling in the teaching/learning processes? The curriculum project consisted of design and construction tasks. The students were collaboratively involved in the process of designing a tricycle for a real customer. This real-life activity creates opportunities for students to develop and use models, which can be used in more than in one context. The case study explored how the teachers deal with the students' explicit and implicit need for knowledge and skills. The main findings are that teachers more often provide this knowledge, rather than guide the students in reconstructing it, and towards the end of the project, knowledge tended to remain situated
Evidencing the impact of teaching-related CPD: beyond the âHappy Sheetsâ
peerreview_statement: The publishing and review policy for this title is described in its Aims & Scope. aims_and_scope_url: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=rija2
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