Professional Learning of Science Teachers

Abstract

Professional learning of teachers, both pre-service and in-service, is a complex process. Only recently research has begun to demonstrate that what and how teachers learn from teacher education and professional development programmes has an impact on whether and how they change their knowledge and practice (Desimone et al. 2002; Fishman et al. 2003). Studies on teachers’ professional learning have shown that high-quality professional development programmes must entail a form of inquiry (Little 2001; Lotter et al. 2006) that enables (pre-service and in-service) teachers to actively construct knowledge through practice and reflection (Guskey 1986, 2002; Schön 1983). Moreover, it has become cle..