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Current trends and missing links in studies on teacher
professional development in science education:
a review of
Design F...
Focus content and pedagogical content knowledge
Active inquiry-based and practice-based
Collaborative build PLCs and co-de...
“a focus on classroom practice is important, more specifically, on
teaching and learning of subject matter that is the ped...
Design Features
(2012) Jan H. van Driel et al.
“Quality professional development engages teachers in inquiry
about the con...
“collaborations between teachers from the same school, grade or
subject set up potential interaction and discourse, which
...
Design Features
(2012) Jan H. van Driel et al.
“intellectual and pedagogical change requires professional development
acti...
“a well-defined and explicit understanding of the relation between
specific features of the intervention and the intended
...
Design Features
(2012) Jan H. van Driel et al.
“school organisational conditions may affect
the outcomes of PD”
“Resources...
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Design Features and Quality of Research van Driel x crushton Slide 1 Design Features and Quality of Research van Driel x crushton Slide 2 Design Features and Quality of Research van Driel x crushton Slide 3 Design Features and Quality of Research van Driel x crushton Slide 4 Design Features and Quality of Research van Driel x crushton Slide 5 Design Features and Quality of Research van Driel x crushton Slide 6 Design Features and Quality of Research van Driel x crushton Slide 7 Design Features and Quality of Research van Driel x crushton Slide 8
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Current trends and missing links in studies on teacher professional development in science education: a review of
Design Features and Quality of Research
(2012) Jan H. van Driel, J. A. Meirink , K. van Veen & R. C. Zwart

Focus: content and pedagogical content knowledge
Active: inquiry-based and practice-based
Collaborative: build PLCs and co-design PD with Ts
Sustained: structured and sustained
Coherence: theory of improvement
Contextualized: adapt to content, context, process

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Design Features and Quality of Research van Driel x crushton

  1. 1. Current trends and missing links in studies on teacher professional development in science education: a review of Design Features and Quality of Research (2012) Jan H. van Driel, J. A. Meirink , K. van Veen & R. C. Zwart
  2. 2. Focus content and pedagogical content knowledge Active inquiry-based and practice-based Collaborative build PLCs and co-design PD with Ts Sustained structured and sustained Coherence theory of improvement Contextualized adapt to content, context, process Design Features and Quality of Research (2012) Jan H. van Driel et al.
  3. 3. “a focus on classroom practice is important, more specifically, on teaching and learning of subject matter that is the pedagogical content knowledge and student learning processes regarding specific subject matter” “such a focus is related to outcomes of the PD in terms of changes in teacher cognitions and classroom practice and, in some cases, student learning outcomes” Design Features (2012) Jan H. van Driel et al.
  4. 4. Design Features (2012) Jan H. van Driel et al. “Quality professional development engages teachers in inquiry about the concrete tasks of teaching, assessment, observation, and reflection, and provides them with the opportunity to make connections between their learning and their classroom instruction” ” “ranging from observing expert teachers, being observed by other teachers, both followed by feedback and discussion, to reviewing student work”
  5. 5. “collaborations between teachers from the same school, grade or subject set up potential interaction and discourse, which can be a powerful form of teacher learning” “Teachers need to be involved in setting the goals of a PD programme and in choosing the focus and the design” Design Features (2012) Jan H. van Driel et al.
  6. 6. Design Features (2012) Jan H. van Driel et al. “intellectual and pedagogical change requires professional development activities to be of sufficient duration, including both span of time over which the activity is spread (e.g. one day or one semester) and the number of hours spent in the activity.” (Desimone, 2009, p. 184) “ranging from 14 (Yoon et al., 2007), via 20 (Desimone, 2009), to 80 (Supovitz & Turner, 2000), for changes in teacher behaviour to occur” “Telese’s research (2008) showed that too many hours of PD can be ineffective”
  7. 7. “a well-defined and explicit understanding of the relation between specific features of the intervention and the intended learning goals: the ‘theory of improvement’” “Link PD not only to ongoing innovations, but also to specific problems that teachers experience in their daily work, including the external pressures that most innovations bring along” Design Features (2012) Jan H. van Driel et al.
  8. 8. Design Features (2012) Jan H. van Driel et al. “school organisational conditions may affect the outcomes of PD” “Resources, facilities and support by school leaders seem important for the success and sustainability of a PD programme (Little, 2012)”

Current trends and missing links in studies on teacher professional development in science education: a review of Design Features and Quality of Research (2012) Jan H. van Driel, J. A. Meirink , K. van Veen & R. C. Zwart Focus: content and pedagogical content knowledge Active: inquiry-based and practice-based Collaborative: build PLCs and co-design PD with Ts Sustained: structured and sustained Coherence: theory of improvement Contextualized: adapt to content, context, process

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