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

Priya Khurana, Bhaskar Mohan Kandpal


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


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

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