Abstract
This paper is based on an interview study with eighty science teachers in twelve secondary schools across Australia. The study was conducted as part of the Science Education Professional Development Project. The project's brief was to develop a national strategy for the professional development of science teachers and was commissioned by the Federal Government's Department of Employment, Education and Training. The aim of the interviews was to help define the problem that a national strategy needed to address and this paper reports on one theme that emerged from the interviews, the concept of “loose connections.” Loose connections reflects the weak sense of professional community we found among science teachers and their isolation from potentially beneficial influences on their work. The paper explores implications of loose connections for a national professional development strategy such as the need to strengthen areas of professional responsibility and links between professional development and career development.
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Ingvarson, L., Loughran, J. Loose connections: The context of science teachers' work. Research in Science Education 27, 1–24 (1997). https://doi.org/10.1007/BF02463029
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DOI: https://doi.org/10.1007/BF02463029