ED395763 SE058122
Title: Teacher Development: A Model From Science Education.
Author(s): Bell, Beverley; Gilbert, John
Pages: 198
Publication Date: 1996
ISBN: 0-7507-0-427-6
Available from: EDRS Price MF01/PC08 Plus Postage.
Availability: Falmer Press, Taylor and Francis, Inc., Suite 101, 1900
Frost Road, Bristol, PA 19007 (paperback: ISBN-0-7507-0-427-6; clothbound:
ISBN-0-7507-426-8).
Language: English
Document Type: Reports--Research (143)
Geographic Source: New Zealand
Journal Announcement: RIEOCT1996
This book
reports on the findings of a 3-year research project, Learning in
Science, carried out in New Zealand. It documents the teacher development
process for a group of science teachers as they used new teaching
activities to take into account students' thinking, constructivist
views of learning, and alternative conceptions. The professional
growth teachers seek includes responses to such concerns as continuity,
progression, differentiation, the inclusive curriculum, assessment,
teaching and learning activities, curriculum science, and resources
to support teaching and learning. The theme of this book is that
teaching is practiced in a public arena and is a social activity
governed by rules and norms. Chapter 1 outlines the concerns of
teachers seeking professional development and their frustrations
over wanting to change but not always achieving it. Chapter 2 describes
a descriptive model of teacher development that arose from a 3-year
research project and elaborates the key aspects of professional,
personal, and social development. Chapter 3 discusses a social constructivist
view as it relates to teacher development. Chapters 4 to 7 document,
with the aid of illustrative data, the factors that helped the development
of the teachers in the research project: feeling better about themselves
as teachers; better learning; support, feedback, and reflection;
knowing about the change process; and the use of anecdotes. Chapter
8 discusses the wider social influences on teaching and teacher
development and the challenges of the educational contexts of teacher
development. The final chapter highlights the challenges of the
new model to policy makers, school management, teacher developers,
and teachers. Contains 204 references. (JRH)
Descriptors: Constructivism (Learning); Educational Strategies;
Elementary Secondary Education; Foreign Countries; Higher Education;
Knowledge Base for Teaching; Misconceptions; Models; *Professional
Development; Science Curriculum; *Science Education; Science Teachers;
*Teacher Education; Teaching Methods
Identifiers: *New Zealand
