Introducing Curriculum Innovations in Science: Identifying Teachers' Transformations and the Design of Related Teacher Education

Autor/in	Pinto, Roser
Titel	Introducing Curriculum Innovations in Science: Identifying Teachers' Transformations and the Design of Related Teacher Education
Quelle	In: Science Education, 89 (2005) 1, S.1-12 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20039
Schlagwörter	Teaching Methods; Research Papers (Students); Science Teachers; Innovation; Curriculum Development; Teacher Education; Scientific Research; Literature; Instructional Materials; Search Strategies + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrerausbildung; Lehrerbildung; Literatur; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Suchstrategie
Abstract	This paper introduces the four research papers in this paper set, which all derive from a European research project, STTIS (Science Teacher Training in an Information Society). The central concern of the project was to study curriculum innovations in science, and to investigate ways in which teachers transform these innovations when putting them into practice. This work led to the construction of appropriate teacher training materials for use when an innovation is being introduced. The paper describes the mutual research strategy agreed upon by the STTIS partners. Both to avoid repetition and to underline the understanding that the partners share about the issues involved in curriculum innovation and related teacher education, the main theoretical background and the review of literature relevant to all four papers is to be found here. Themes and conclusions common to all the papers are highlighted. The paper also outlines the common features of the approach the STTIS partners took toward the construction of teacher training materials. These materials build in concrete results from the research, in forms that provoke discussion and reflection aimed at making teachers more aware of their ideas and behavior, with a view to effecting lasting change. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10