Changing the Subject: The Challenge to Teacher Professionalism of Innovation in OECD Countries.

Autor/inn/en	Olson, John; James, Edwyn; Lang, Manfred
Titel	Changing the Subject: The Challenge to Teacher Professionalism of Innovation in OECD Countries.
Quelle	(1998), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Curriculum Development; Educational Change; Elementary Secondary Education; Foreign Countries; Mathematics Education; Mathematics Teachers; Relevance (Education); Science Education; Science Teachers; Social Action; Social Influences; Social Responsibility; Technology Education + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Ausland; Mathematische Bildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Relevance; Relevanz; Naturwissenschaftliche Bildung; Science; Science teacher; Wissenschaft; Soziales Handeln; Sozialer Einfluss; Soziale Verantwortung; Technisch-naturwissenschaftlicher Unterricht
Abstract	The Organization for Economic Cooperation and Development (OECD) study, "Innovations in Science, Mathematics and Technology Education" (SMTE), documents 23 projects aimed at enhancing the appeal of science, mathematics, and technology education. The projects began in 13 OECD countries that believed that curricula must be more student-centered and more integrated across the sciences, embracing ethical and economic issues to match important social issues. This paper discusses the implications of reform efforts in relation to the didactical and pedagogical challenges that come with them, discussing how the changes affect the concept of teacher professionalism. A major trend in SMTE is broadening the curriculum framework beyond the subjects to incorporate social dimensions and interests students bring to learning the subjects. For example, the "Voyage of the Mimi" project emphasizes environmentalism, the "Urban Mathematics Collaboratives" highlights community self-help and development, and "Chemistry in the Community" searches for the social relevance of science. The German integrated science scheme, PING, emphasizes the development of responsible social action. The Norwegian science project develops an interest in science in the home. Innovative projects across OECD countries place SMTE in larger and more varied frameworks. The 23 cases provide insights and perspectives on this educational change. Analysis of the SMTE studies suggests that quality in education is dependent upon the positive interaction of each of the responsible and interested parties. (Contains 19 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC