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首页> 外文期刊>Research in Science Education >Exploring a Framework for Professional Development in Curriculum Innovation: Empowering Teachers for Designing Context-Based Chemistry Education
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Exploring a Framework for Professional Development in Curriculum Innovation: Empowering Teachers for Designing Context-Based Chemistry Education

机译：探索课程创新的专业发展框架：赋予教师设计基于上下文的化学教育的能力

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摘要

Involving teachers in early stages of context-based curriculum innovations requires a professional development programme that actively engages teachers in the design of new context-based units. This study considers the implementation of a teacher professional development framework aiming to investigate processes of professional development. The framework is based on Galperin’s theory of the internalisation of actions and it is operationalised into a professional development programme to empower chemistry teachers for designing new context-based units. The programme consists of the teaching of an educative context-based unit, followed by the designing of an outline of a new context-based unit. Six experienced chemistry teachers participated in the instructional meetings and practical teaching in their respective classrooms. Data were obtained from meetings, classroom discussions, and observations. The findings indicated that teachers became only partially empowered for designing a new context-based chemistry unit. Moreover, the process of professional development leading to teachers’ empowerment was not carried out as intended. It is concluded that the elaboration of the framework needs improvement. The implications for a new programme are discussed.
机译：要让教师参与基于上下文的课程创新的早期阶段，需要一个专业发展计划，该计划要积极地使教师参与新的基于上下文的单元的设计。这项研究考虑了旨在调查专业发展过程的教师专业发展框架的实施。该框架基于Galperin的行为内部化理论，并且已被实施为一个专业发展计划，以授权化学老师设计新的基于情境的单元。该程序包括教学性的基于上下文的单元，然后设计新的基于上下文的单元的大纲。六位经验丰富的化学老师参加了各自教室的教学会议和实践教学。数据来自会议，课堂讨论和观察。调查结果表明，教师只能部分地设计新的基于情境的化学单元。此外，导致教师授权的专业发展过程并未按预期进行。结论是该框架的拟订需要改进。讨论了新程序的含义。

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