Further Professional Development of Teachers
This Chapter is about teacher professional development (TPD) for science teachers, a term which covers a wide range of in-service activities, from the acquisition of functional information to deep philosophical reflection about teaching and learning.
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NEW DIRECTIONS IN MATHEMATICS AND SCIENCE EDUCATION Volume 31 Series Editors Wolff-Michael Roth, University of Victoria, Canada Lieven Verschaffel, University of Leuven, Belgium Editorial Board Angie Calabrese-Barton, Michigan State University, USA Pauline Chinn, University of Hawaii, USA Brian Greer, Portland State University, USA Lyn English, Queensland University of Technology Terezinha Nunes, University of Oxford, UK Peter Taylor, Curtin University, Perth, Australia Dina Tirosh, Tel Aviv University, Israel Manuela Welzel, University of Education, Heidelberg, Germany Scope Mathematics and science education are in a state of change. Received models of teaching, curriculum, and researching in the two fields are adopting and developing new ways of thinking about how people of all ages know, learn, and develop. The recent literature in both fields includes contributions focusing on issues and using theoretical frames that were unthinkable a decade ago. For example, we see an increase in the use of conceptual and methodological tools from anthropology and semiotics to understand how different forms of knowledge are interconnected, how students learn, how textbooks are written, etcetera. Science and mathematics educators also have turned to issues such as identity and emotion as salient to the way in which people of all ages display and develop knowledge and skills. And they use dialectical or phenomenological approaches to answer ever arising questions about learning and development in science and mathematics. The purpose of this series is to encourage the publication of books that are close to the cutting edge of both fields. The series aims at becoming a leader in providing refreshing and bold new work—rather than out-of-date reproductions of past states of the art—shaping both fields more than reproducing them, thereby closing the traditional gap that exists between journal articles and books in terms of their salience about what is new. The series is intended not only to foster books concerned with knowing, learning, and teaching in school but also with doing and learning mathematics and science across the whole lifespan (e.g., science in kindergarten; mathematics at work); and it is to be a vehicle for publishing books that fall between the two domains—such as when scientists learn about graphs and graphing as part of their work.
Science Education An International Course Companion
Edited by Keith S. Taber University of Cambridge, UK and Ben Akpan Science Teachers Association of Nigeria, Nigeria
A C.I.P. record for this book is available from the Library of Congress.
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