期刊名称：Center for Educational Policy Studies Journal
印刷版ISSN：1855-9719
电子版ISSN：2232-2647
出版年度：2011
卷号：1
期号：1
页码：67
出版社：University of Ljubljana
摘要：This paper reports on how different types of teachers respondedto in-service aimed at developing investigative-based scienceeducation (IBSE) in primary schools, and the extent to whichthey applied their new skills in the classroom. Common itemsfrom evaluation questionnaires allowed data to be combinedfrom three major in-service programmes. Using complete datasets from 120 teachers, cluster analysis enabled three teachertypes to be identified: a small group of ‘science unsures’, withlow attitude scores and little confidence, who showed no responseto the innovation; ‘holistic improvers’, who showed thelargest improvement in science teaching confidence; and ‘highlevel, positive progressives’, who were very positive to scienceteaching throughout and showed gains in confidence in teachingphysics and chemistry, as well as in demonstrating the relevanceof science to their pupils. Taking account of these teachertypes alongside interviews and observations, nine developmentalstages in how teachers apply their new expertise in theclassroom and the whole school are suggested. Major factorsinfluencing application in the classroom are the teachers’ initialscience knowledge and pedagogical expertise, and motivatingfeedback to teachers when pupils responded positively to theinnovation. Assessing teachers’ initial level of subject knowledgeand science pedagogical expertise to inform the approachand amount of in-service provision is important. Subsequentmentoring as well as support from the school principal whenteachers first try IBSE with pupils promotes successful implementationin the classroom.
