The effects of the design and development of a chemistry curriculum reform on teachers’ professional growth: a case study

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Coenders, Fer and Terlouw, Cees and Dijkstra, Sanne and Pieters, Jules (2010) The effects of the design and development of a chemistry curriculum reform on teachers’ professional growth: a case study. Journal of science teacher education, 21 (5). pp. 535-557. ISSN 1046-560X

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Abstract:A curriculum innovation requires new learning material for students and a preparation program for teachers, in which teacher learning is a key ingredient. In this paper we describe how three experienced teachers, involved in the development and subsequent classroom enactment of student learning material for context-based chemistry education, professionalized. For data collection a questionnaire, three interviews and discussion transcripts were used. Our results show that: (a) teachers, cooperating in a network under supervision of an expert, can develop innovative learning material; (b) the development of learning material can be seen as a powerful program to prepare teachers for an innovation; and (c) teachers’ knowledge increased in all five pedagogical content knowledge domains during the development and class enactment phases.
Item Type:Article
Additional information:Open access
Copyright:© 2010 The Author(s)
Faculty:
Behavioural Sciences (BS)
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Link to this item:http://purl.utwente.nl/publications/73301
Official URL:http://dx.doi.org/10.1007/s10972-010-9194-z
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