A one-year teacher professional development programme towards context-based science education using a concerns-based approach. Issue 3 (27th May 2022)

• Record Type: Journal Article
• Authors: de Putter - Smits, Lesley G.A.; Nieveen, Nienke M; Taconis, Ruurd; Jochems, Wim
• Is Part Of: Professional development in education. Volume 48:Issue 3(2022)
• Page Start: 523
• Page End: 539
• Publication Date: 2022-05-27
• Subjects: Context-based education -- concerns-based model -- teacher professional development -- designing curriculum materials; Teachers -- In-service training -- Periodicals; 370.7155
• DOI: 10.1080/19415257.2020.1712616
• Languages: English
• ISSNs: 1941-5257

Abstract

ABSTRACT: Professional development programmes for teachers that aim at context-based science education are usually lengthy and less effective than intended. In this study, a one-year professional development programme was designed and evaluated that consistently started from the teachers' concerns regarding context-based education. The teachers reported a positive shift in concerns, from self-as-teacher concerns towards student-learning concerns. They also reported that they came to grips with what context-based science education means in teaching practice. Although the number of participants was small (n = 5), this study uncovers that focusing on teachers' concerns throughout the professional development programme is a potentially effective approach to teacher learning. The shifts in their concerns is an important condition for long-lasting change.