Search results for: Terlouw Cees
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Essential Characteristics for a Professional Development Program for Promoting the Implementation of a Multidisciplinary Science Module
The purpose of this study was to theoretically and empirically identify essential characteristics for a professional development program that promotes the acquisition of teachers’ competences involved in the implementation of an ASMaT module. A 3-step approach was used to identify the essential characteristics: (1) evidence produced in the classroom settings of the schools; (2) specific curriculum features of the ASMaT subject were taken into account; and (3) evidence generated by curriculum implementation literature pertaining to effective characteristics of implementing an innovation. Five characteristics were identified as essential characteristics that should be incorporated into a professional development program.
Updated: May. 10, 2011
The Effects of the Design and Development of a Chemistry Curriculum Reform on Teachers’ Professional Growth: A Case Study
In this article, the authors describe professional growth of three Dutch teachers during the development and subsequent class enactment of student learning material for a context-based chemistry curriculum. This network consisted of three experienced chemistry teachers and A male coach employed by the teacher training department from a university was chair of the network. The results show that the development of learning material can be seen as a training program to prepare teachers for an innovation. Furthermore, teachers’ knowledge increased in all five pedagogical content knowledge domains during the development and class enactment phases.
Updated: Dec. 21, 2010