An Innovative Model of Professional Development to Enhance the Teaching and Learning of Primary Science in Irish Schools

Autor/in	Smith, Greg
Titel	An Innovative Model of Professional Development to Enhance the Teaching and Learning of Primary Science in Irish Schools
Quelle	In: Professional Development in Education, 40 (2014) 3, S.467-487 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2013.830274
Schlagwörter	Faculty Development; Science Instruction; Elementary School Science; Elementary School Teachers; Foreign Countries; Student Attitudes; Teacher Competencies; Self Efficacy; Teacher Collaboration; Teacher Participation; Program Effectiveness; Feedback (Response); Workshops; Mixed Methods Research; Qualitative Research; Questionnaires; Likert Scales; Semi Structured Interviews; Coding; Statistical Analysis; Knowledge Base for Teaching; Scientific Concepts; Pretests Posttests; Ireland + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Schülerverhalten; Lehrkunst; Self-efficacy; Selbstwirksamkeit; Lehrerkooperation; Lernwerkstatt; Schulung; Qualitative Forschung; Fragebogen; Likert-Skala; Codierung; Programmierung; Statistische Analyse; Teaching theory; Theory of teaching; Unterrichtstheorie; Irland
Abstract	This study investigates the influence of a two-year professional development programme on primary teachers' attitudes towards primary science, their confidence and competence in teaching science, and pupils' attitudes towards school science. Unlike the traditional "one-size-fits all" model of professional development, the model developed for this study, carried out in Ireland, is ongoing and gives teachers opportunities to collaborate with their colleagues, sharing practices and knowledge, to reflect on their pedagogic practice, to focus on pupil learning and to be involved in decision-making. This article explores the relationship, if any, between teacher involvement in a sustained, collaborative professional development programme, their confidence and competence in teaching science and their classroom practice. Findings from this study have shown that the participants become substantially more confident and competent in teaching primary science. Most significantly, teachers have made dramatic changes to the way they teach science, resulting in their pupils becoming more positive and motivated to learn science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10