Abstract
Teacher learning is said to lie at the heart of efforts to improve the teaching and learning of science. In this chapter, we provide a critical review of the literatures on what and how science teachers learn. We argue for an approach to teachers’ learning that integrates the individual with the collective, focuses on research with and by teachers and on building teachers’ knowledge about teaching and for practice, and recognises the inextricable connection between teachers’ learning and students’ learning. Such learning takes place in multiple learning contexts, combining out-of-school activities, theory and practice-based learning experiences with ongoing support for teachers to learn from their students and to integrate ideas into their classroom practice
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Wallace, J., Loughran, J. (2012). Science Teacher Learning. In: Fraser, B., Tobin, K., McRobbie, C. (eds) Second International Handbook of Science Education. Springer International Handbooks of Education, vol 24. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9041-7_21
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