Critical Friendship, Collaboration and Trust as a Basis for Self-Determined Professional Development: A Case of Science Teaching

Autor/inn/en	Ramnarain, Umesh Dewnarain; Modiba, Maropeng
Titel	Critical Friendship, Collaboration and Trust as a Basis for Self-Determined Professional Development: A Case of Science Teaching
Quelle	In: International Journal of Science Education, 35 (2013) 1, S.65-85 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2012.742593
Schlagwörter	Science Teachers; Secondary School Teachers; Curriculum Design; Expertise; Scientific Literacy; Biological Sciences; Secondary School Science; Science Instruction; Professional Development; Trust (Psychology); Educational Cooperation; Teacher Empowerment; Self Determination; Case Studies; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrplangestaltung; Expert appraisal; Abwasserbiologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Education; cooperation; Kooperation; Selbstbestimmung; Case study; Fallstudie; Case Study; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper describes the development of curriculum design expertise from the perspective of a teacher reflecting on a science lesson. His involvement in the research process resulted in a self-determined professional development strategy. The description comes from data collected through lesson observations and an in-depth stimulated recall discussion to probe and uncover the teacher's understanding of the importance of the curriculum design principles related to his lesson. These data are supplemented with lessons plans studied over several months. Views expressed indicate that the professional development of the teacher was grounded in trust and trust-building that took time. The views also, suggest, amongst other issues, how empowerment evaluation can be used in enabling development in curriculum design. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10