International Perspectives on Teacher Professional Development: Changes Influenced by Politics, Pedagogy and InnovationTeacher professional development is subject to reform as a consequence of three, often interwoven influences: innovation, politics and pedagogy. For example, recent decades have seen learning and teaching take centre stage. As technologies have become more accessible and relevant, so professional development has had to keep pace, in order to provide teachers with an opportunity to develop skills and experiences to deal with this innovation. In terms of politics, as the prescription of input and the measurement of output are regulated and deregulated by the State, so teacher professional development shifts to meet accountability and credibility demands. Likewise, as our understanding of learning and teaching evolves, in terms of knowledge, processes, dispositions and evaluation, subsequent teacher professional development programmes responded to these current or in-vogue research findings. This new and much-needed book describes how teacher professional development in science education, from initial teacher education to continuing professional development, continues to face and address the various challenges that arise as a consequence of innovation, politics or pedagogy. |
Contents
| 13 | |
PREPARING TEACHERS OF CHEMISTRY FOR A GLOBAL MARKET | 33 |
THE CENTRALITY OF PCK IN PROFESSIONAL DEVELOPMENT FOR PRIMARY SCIENCE AND TECHNOLOGY TEACHERS TOWARDS SC... | 55 |
LEARNING BY DESIGN AS AN APPROACH FOR DEVELOPING SCIENCE TEACHERS ICTRELATED PEDAGOGICAL CONTENT KNOWING | 77 |
TRAINING INSERVICE SCIENCE TEACHERS FOR SCHOOL SCIENCE INTERACTIVE MODEL | 101 |
CHARACTERISTICS OF A COMMUNAL MODEL OF TEACHER PROFESSIONAL DEVELOPMENT THE ROLE OF READINESS RISK REFLEC... | 123 |
A POSTGESELLSCHAFTGEMEINSCHAFT? A SOCIOLOGICAL ACCOUNT OF THE PIPS PROJECT | 147 |
RISK NEGOTIATION IN PRACTICE INTERACTIVE REFLECTION ON A COMPLEX ISSUE A PRACTICABLE EXAMPLE | 163 |
PLANNING PROFESSIONAL DEVELOPMENT MEETING THE NEEDS OF TEACHER PARTICIPANTS | 187 |
INDEX | 209 |
Other editions - View all
Common terms and phrases
activities approach appropriate asked aspects assessment become challenges chapter chemistry classroom complex concepts considered construct continuing conversations course culture curriculum described difficulties discussion effective encouraged engagement evaluation example experience focus going ideas identified important included initial instructional integration interaction interesting introduced involved issues Journal learners learning learning log lessons look materials matter means meeting Message multimedia nature offer opportunity outcomes participants particular pedagogical content knowledge perspective PIPS planning positive possible practice present primary problem programmes promote pupils questions reflection requires responsibility risk role scientific secondary setting shared situation skills social specific strategies structure suggests tasks teacher education teacher professional development teaching topic understanding University values