Abstract
This study examines teacher perceptions regarding professional development practices used in a region of the NSW Department of School Education to support the implementation of the K-6 Science and Technology Syllabus. The findings from a survey of 97 teachers indicate that teachers have a preference for ‘traditional’ models of in-service which may not bring about significant changes. Teachers also perceive that change is brought about through the influence of external factors such as in-service and resources which are not directly the responsibillity of individual teachers. This contrasts with the perception that the inability to change is due to internal personal qualities.
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Specializations; K-6 teacher education in science and technology education, children's learning in science and technology.
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Webb, C. Teacher perceptions of professional development needs and the implementation of the K-6 science and technology syllabus. Research in Science Education 23, 327–336 (1993). https://doi.org/10.1007/BF02357077
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DOI: https://doi.org/10.1007/BF02357077