The Impact of the "Getting Practical: Improving Practical Work in Science" Continuing Professional Development Programme on Teachers' Ideas and Practice in Science Practical Work

Autor/inn/en	Abrahams, Ian; Reiss, Michael J.; Sharpe, Rachael
Titel	The Impact of the "Getting Practical: Improving Practical Work in Science" Continuing Professional Development Programme on Teachers' Ideas and Practice in Science Practical Work
Quelle	In: Research in Science & Technological Education, 32 (2014) 3, S.263-280 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2014.931841
Schlagwörter	Faculty Development; Teacher Attitudes; Scientific Attitudes; Science Process Skills; Hands on Science; Educational Practices; Secondary School Science; Secondary School Teachers; Foreign Countries; Organizational Change; Pretests Posttests; Program Effectiveness; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehrerverhalten; Bildungspraxis; Ausland; Organisationswandel
Abstract	Background: Despite the widespread use of practical work in school it has been recognised that more needs to be done to improve its effectiveness in developing conceptual understanding. The "Getting Practical" CPD (Continuing Professional Development) programme was designed to contribute towards an improvement in the effectiveness of practical work through initiating changes in teachers' predominantly "hands-on" approach to practical work to one which manifests a more equitable balance between "hands-on" and "minds-on." Purpose: To evaluate the impact of the Getting Practical: Improving Practical Work in Science CPD programme on teachers' ideas and practice in science practical work in primary and secondary schools in England. Programme description: The CPD programme was designed to improve the effectiveness of science practical work in developing conceptual understanding in primary and secondary schools in England. Sample: Ten teachers of primary science and 20 secondary science teachers. Design and methods: The study employed a condensed fieldwork strategy with data collected using interviews, observational field notes and pre-and post-CPD training observations in practical lessons within 30 schools. Results: Whilst the CPD programme was effective in getting teachers to reflect on the ideas associated with the Getting Practical programme, it was much less effective in bringing about changes in actual teaching practice. Conclusion: The findings suggest that if change, rather than only an enhanced awareness of the issues, is to be brought about in established teaching practice then there is a need for ongoing support over an extended period of time. Furthermore, the impact of such CPD is more likely to be effective if it is undertaken by a senior member of a department or school with the full support of the SMT. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10