Continuous Professional Development of School Science Teachers: Critical Analysis of Research Trends

Priya Khurana, Bhaskar Mohan Kandpal

Abstract


The recent priority for reforms in education has necessitated research on teacher preparation. Among a variety of other factors, making schooling relevant to the lives of students require a classroom milieu in which the students can be actively involved in making sense of the information within a relevant context. Teacher and student learning are inextricably linked (Jeanpierre, Oberhauser, and Freeman, 2005). It calls for teachers to learn to construct an appropriate atmosphere and employ strategies that promote students to deal with the information presented and argue its personal significance. A number of authors argue that professional development requires a dual focus on both knowledge of subject matter content and an understanding of how children learn specific content (Garet, et al, 2001). Development of these abilities demand cautiously planned, unrelenting, long-term professional development opportunities that actively involve teachers in the learning process

Keywords


professional development, teachers, students, learning, content, context

Full Text:

PDF

References


A. B. Starnes, Rethinking Diversity, The Phi Delta Kappan, vol. 92, no. 1, pp. 74-75, Sep. 2010. Retrieved from http://www.jstor.org/stable/25753635

B. Jeanpierre, K. Oberhauser and C. Freeman, Characteristics of Professional Development That Effect Change in Secondary Science Teachers Classroom Practices, Journal of Research in Science Teaching, vol. 42 no. 6, pp. 668-690, Aug. 2005.

CABE Committee Report on Universalization of Secondary Education (2005), Ministry of Human Resource Development: New Delhi.

C. C. Johnson, Effective Professional Development and Change in Practice: Barriers Science Teachers Encounter and Implications for Reform, School Science and Mathematics, vol. 106, no. 3, pp. 150-161, Mar 2006.

C. Reddy, Teachers, Educational Change and Professional Development: Some Thoughts From A South African Experience, E-Journal of All India Association for Educational Research. vol. 22, no.2, 2010. Retrieved from http://www.ejournal.aiaer.net/

E. A. Davis, D. Petish, and J. Smithey, Challenges New Science Teachers Face, Review of Educational Research, vol. 76, no. 4, pp. 607-651, Winter 2006. Retrieved from http://www.jstor.org/stable/4124416

E. Lee and J. Luft, Experienced Secondary Science Teachers' Representation of Pedagogical Content Knowledge, International Journal of Science Education, vol. 30, no. 10, pp. 1343-1363, Aug. 2008.

E. V. Reimers, Teacher Professional Development: An International View of the Literature, International Institute of Educational Planning, UNESCO: Paris, 2003. Retrieved from www.unesco.org/iiep

J. Gess- Newsome and N. G. Lederman, (Eds.), Examining Pedagogical Content Knowledge: The Construct and its Implications for Science Education. Kluwer Academic Publishers: The Netherlands, 1999.

J. H. V. Van Driel, D. Beijaard & N. Verloop, Professional Development and Reform in Science Education: The Role of Teachers' Practical Knowledge, Journal of Research in Science Teaching, vol. 38, no. 2, pp. 137-158, Feb. 2001.

K. Vanessa, Pedagogical Content Knowledge in Science Education: Perspectives and Potential for Progress, Studies in Science Education, vol. 45, no. 2, pp.169-204, Sep. 2009.

L. F. Gerard et al., Professional Development for Technology- Enhanced Inquiry Science, Review of Educational Research, vol. 81, no. 3, pp. 408-448, Sep. 2011.

M. S. Garet et al., What Makes Professional Development Effective?-Results from a National Sample of Teachers, American Educational Research Journal, vol. 38, no. 4, pp. 915-945, Winter 2001. Retrieved from http://www.jstor.org/stable/3202507

M. Z. Hashweh, Teacher Pedagogical Constructions: A Reconfiguration of Pedagogical Content Knowledge, Teachers and Teaching, vol. 11, no. 3, 2005.

National Curriculum Framework, (2005), NCERT: New Delhi

National Curriculum Framework for Teacher Education: Towards Preparing Professional and Humane Teacher (2009-10), NCERT: New Delhi

N. Pernilla, Teaching for Understanding: The Complex Nature of Pedagogical Content Knowledge in Pre-service Education, International Journal of Science Education, vol. 30, no.10, pp. 1281-1299, Aug. 2008.

Rashtriya Madhyamik Shiksha Abhiyan (2005), MHRD: New Delhi

S. Rajeshwari and V. Saxena, Inclusive classroom: Issues and Challenges for pre-service teacher training programmes, Pedagogic Trajectories- Proceeding of UGC Sponsored National Seminar on Teacher Education, pp. 23-24 Sep. 2011. University of Delhi: Lady Shri Ram College for Women.

T. Ganser, An ambitious vision of professional development of teachers, National Association for Secondary School Principals Bulletin, vol. 84, no. 618, pp. 6-12, 2000.

V. D. Opfer and D. Pedder, Conceptualizing Teacher Professional Learning, Review of Educational Research, vol. 81, no. 3, pp. 376-407, Sep. 2011.

V. Saxena, Process of Inclusion and Education- A Critique, Educationia Confab, vol. 1, no. 4, pp. 30-33, Dec. 2012.






ISSN 2319-5614   
 

Copyright © Blue Ocean Publication (www.borjournals.com). All Rights Reserved.