Benefits to Secondary School Chemistry Teachers Who Have Brought Their Students to Engagement Activities with a University Chemistry Department for Several Years; Continuing Professional Development by Diffusion?

Autor/inn/en	Glover, Sarah R.; Harrison, Timothy G.; Shallcross, Dudley E.
Titel	Benefits to Secondary School Chemistry Teachers Who Have Brought Their Students to Engagement Activities with a University Chemistry Department for Several Years; Continuing Professional Development by Diffusion?
Quelle	In: Acta Didactica Napocensia, 11 (2018) 1, S.117-127 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2065-1430
Schlagwörter	Teaching Methods; Secondary School Teachers; Science Teachers; Outreach Programs; Chemistry; College School Cooperation; Interviews; Pedagogical Content Knowledge; Financial Support; Networks; Faculty Development; Learning Activities; Foreign Countries; Program Effectiveness; Knowledge Level; Teacher Collaboration; Teaching Styles; Science Instruction; United Kingdom (England) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Jobcoaching; Chemie; Interviewing; Interviewtechnik; Pädagogische Kompetenz; Finanzielle Förderung; Lernaktivität; Ausland; Wissensbasis; Lehrerkooperation; Lehrstil; Unterrichtsstil; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Outreach is often seen as only having an impact on the school students taking part rather than also having an impact on the accompanying teachers participating in university led outreach activities. A group of secondary school science teachers who have been long-term engagers in chemistry outreach at a single Higher Education Institution have been interviewed and their feedback has been grouped into several categories of impact; Pedagogical Content Knowledge, updating subject knowledge, access to the university, funding for projects, access to Learned Societies, networking opportunities and changing or otherwise affecting teaching practice. Many of these are aspects of continued professional development (CPD) that teachers are picking up subconsciously during the engagement. (As Provided).
Anmerkungen	Babes-Bolyai University. Kogainiceanu 1, Cluj-Napoca, 400084 Romania. e-mail: submit_adn@yahoo.com; Web site: http://adn.teaching.ro
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01