A comparison of the attitude towards and interest in science in general and science learning in particular of 8th and 11th grade students in Israel
In: Studies in educational evaluation, Band 12, Heft 2, S. 235-236
ISSN: 0191-491X
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In: Studies in educational evaluation, Band 12, Heft 2, S. 235-236
ISSN: 0191-491X
In: Studies in educational evaluation, Band 2, Heft 3, S. 185-192
ISSN: 0191-491X
In: International Journal of Science Education, Band 30, Heft 5, S. 577-591
The focus of this collaborative research project of King's College London, and the Weizmann Institute, Israel. project is on investigating the ways in which teachers can demonstrate accomplished teaching in a specific domain of science and on the teacher learning that is generated through continuing professional development programs (CPD) that lead towards such practice. The interest lies in what processes and inputs are required to help secondary school science teachers develop expertise in a specific aspect of science teaching. It focuses on the design of the CPD programmes and examines the importance of an evidence-based approach through portfolio-construction in which professional dialogue pathes the way for teacher learning. The set of papers highlight the need to set professional challenge while tailoring CPD to teachers' needs to create the environment in which teachers can advance and transform their practice. The cross-culture perspective added to the richness of the development and enabled the researchers to examine which aspects were fundamental to the design by considering similarities and differences between the domains.
In: Studies in educational evaluation, Band 5, Heft 3, S. 231-236
ISSN: 0191-491X