White Rose University Consortium logo
University of Leeds logo University of Sheffield logo York University logo

Facilitating teachers' professional growth through their involvement in creating context-based materials in science

George, J.M. and Lubben, F. (2002) Facilitating teachers' professional growth through their involvement in creating context-based materials in science. International Journal of Educational Development, 22 ( 6). pp. 659-672. ISSN 0738-0593

Full text not available from this repository.

Abstract

This paper traces the professional growth of science teachers in Trinidad and Tobago through their involvement in the production of context-based resource materials relevant to the lives of their students during workshop sessions. Grounded theory methods were used to analyse pre- and post-workshop questionnaire responses, tape-recorded group discussions and several draft lesson outlines. The findings show that professional growth is indicated by changes in the nature of the contexts chosen as lesson foci, the role of these contexts in the overall lesson design, and teachers' perceptions of contextualised teaching. Conflicts between students' cultural and scientific understandings were not addressed by these teachers.

Item Type: Article
Academic Units: The University of York > Education (York)
Depositing User: York RAE Import
Date Deposited: 22 May 2009 08:39
Last Modified: 22 May 2009 08:39
Published Version: http://dx.doi.org/10.1016/S0738-0593(01)00033-5
Status: Published
Publisher: Elsevier
Identification Number: 10.1016/S0738-0593(01)00033-5
URI: http://eprints.whiterose.ac.uk/id/eprint/6324

Actions (login required)

View Item View Item