Abstract
The Institute of Education in London hosts one of the nine Science Learning Centres set up in England in 2004 to promote the professional development of science teachers in each region of the country. The Centres are part of a government initiative to enhance science teaching and learning and offer Continuing Professional Development (CPD) courses that are perceived to be most needed by teachers. A CPD course could focus on technical aspects of teaching science, such as practical procedures, or more fundamental pedagogical practices, such as formative assessment. Courses may be just 1 day, or 2–3 days over a period of time with teachers taking ideas and activities to try out in their schools so that they can reflect and subsequently feed back ideas to colleagues on the course. A model of professional development that entails teachers coming out of school to attend short courses may be limited in its impact on pedagogy, even though such a model is financially and organisationally the most viable.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Adey, P. (2004). The professional development of teachers: Practice and theory. Dordrecht, the Netherlands: Kluwer Academic.
Adey, P., & Shayer, M. (1994). Really raising standards. London: Routledge.
Adey, P. S., Shayer, M., & Yates, C. (1995). Thinking science. London: Nelson Thornes.
Argyris, C., & Schön, D. (1978). Organisational learning: A theory of action perspective. Reading, MA: Addison Wesley.
Bell, B., & Gilbert, J. (1996). Teacher development: A model from science education. London: RoutledgeFalmer.
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15
Brophy, J. (2004). Using video in teacher education: Discussion. Advances in Research on Teaching, 10, 287–304.
Campbell, S. (2008). Characteristics of reflection: Beginning science teachers’ video-stimulated discussion of their lessons. Unpublished MA dissertation, University of London.
Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18, 947–967.
Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people’s images of science. Buckingham, UK: Open University Press.
Eraut, M. (1995). Schön shock: A case for reframing reflection-in-action? Teachers and Teaching, 1, 9–22.
Fraser, C., Kennedy, A., Reid, L., & Mckinney, S. (2007). Teachers’ continuing professional development: Contested concepts, understandings and models. Professional Development in Education, 33, 153–169.
Furlong, J., Barton, L., Miles, S., Whiting, C., & Whitty, G., (2000). Teacher education in transition: Reforming professionalism? Buckingham, UK: Open University Press.
Guskey, T. R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5–12.
Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11, 33–49.
Hoban, G. (2002). Teacher learning for educational change. Buckingham, UK: Open University Press.
Jones, A., Simon, S., Black, P., Fairbrother, R., & Watson, J. R. (1992). Open work in science: Development of investigations in schools. Hatfield: ASE.
Joyce, B., & Showers, B. (1988). Student achievement through staff development. White Plains, NY: Longman.
Kennedy, A. (2005). Models of continuing professional development: A framework for analysis. Journal of In-Service Education, 31, 235–249.
Loucks-Horsley, S., Love, N., Stiles, K., Mundry, S., & Hewson, P. (2003). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press.
Lyons, N. (1998). Constructing narratives for understanding: Using portfolio interviews to scaffold teacher reflection. In N. Lyons (Ed.), With portfolio in hand: Validating the new teacher professionalism (pp. 103–119). New York: Teachers College Press.
Naylor, S., & Keogh, B. (2000). Concept cartoons in science education. Sandbach: Millgate House Publishers.
Orland-Barak, L. (2005). Portfolios as evidence of reflective practice: What remains “untold”. Educational Research, 47(1), 25–44.
Osborne, J., Erduran, S., & Simon, S. (2004a). Enhancing the quality of argument in school science. Journal of Research in Science Teaching, 41, 994–1020.
Osborne, J., Erduran, S., & Simon, S. (2004b). The IDEAS project. London: King’s College London.
Osborne, R., & Freyberg, P. (1985). Learning in science. Auckland, New Zealand: Heinemann Education.
Osborne, R., & Wittrock, M. (1985). The generative learning model and its implications for learning in science. Studies in Science Education, 12, 59–87.
Schön, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic books.
Shayer, M., & Adey, P. (1981). Towards a science of science teaching. London: Heinemann Educational Books.
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Shulman, L., & Shulman, J. (2004). How and what teachers learn: A shifting perspective. Journal of Curriculum Studies, 36, 257–271.
Simon, S., Erduran, S., & Osborne, J. (2006). Learning to teach argumentation: Research and development in the science classroom. International Journal of Science Education, 28, 235–260.
Simon, S., & Johnson, S. (2008). Professional learning portfolios for argumentation in school science. International Journal of Science Education, 30, 669–688.
Simon, S., & Maloney, J. (2006). Learning to teach ‘ideas and evidence’ in science: A study of school mentors and trainee teachers. School Science Review, 87(321), 75–82.
Simon, S., & Richardson, K. (2009). Argumentation in school science: Breaking the tradition of authoritative exposition through a pedagogy that promotes discussion and reasoning. Argumentation, DOI 10.1007/s10503-009-9164-9.
TDA. (2007). Professional standards for Qualified Teacher Status and requirements for initial teacher training.Retrieved October 15, 2009, from http://www.tda.gov.uk/partners/ittstandards.aspx
van Manen, M. (1995). On the epistemology of reflective practice. Teachers and Teaching, 1(1), 33–50.
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge, UK: Cambridge University Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Simon, S., Campbell, S. (2012). Teacher Learning and Professional Development in Science Education. 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_22
Download citation
DOI: https://doi.org/10.1007/978-1-4020-9041-7_22
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-9040-0
Online ISBN: 978-1-4020-9041-7
eBook Packages: Humanities, Social Sciences and LawEducation (R0)