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
Authors: Visser Talitha C., Coenders Fer, Terlouw Cees, Pieters Jules M.
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.
Published: 2010
Updated: May. 10, 2011
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The Effects of the Design and Development of a Chemistry Curriculum Reform on Teachers’ Professional Growth: A Case Study
Authors: Coenders Fer, Terlouw Cees, Dijkstra Sanne, Pieters Jules M.
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.
Published: 2010
Updated: Dec. 21, 2010