[Show abstract][Hide abstract] ABSTRACT: The work that we describe here is a case study of a secondary education science teacher, whom we shall refer to as Ana, about the interaction between action-oriented reflection and action itself, and their influence on professional development. The study was carried out from two different perspectives —one with a qualitative orientation using diverse data collection and analysis instruments, and the other collaborative action-research to form the backbone of Ana's professional development. In our theoretical outline, we stress two concepts— that of reflection which sustains the theoretical-practical dialectic, and that of complexity as a progression hypothesis of central importance in which we distinguish the three dimensions of technique, practice, and criticism. The results showed Ana to be in transition from a technical to a practical dimension, with her reflection and her classroom practice being closely integrated and in the process of becoming more complex. A central core of obstacles was observed that impeded her professional development.
[Show abstract][Hide abstract] ABSTRACT: This paper focuses on a model for the development of science teachers' PCK, which presents a powerful way of looking at the outcomes of research on science teachers' PCK development, and that can be used to design continuing professional development. The model integrates the effects of external input, collegial interactions, and experimentation in practice on teachers' PCK through processes of enactment and reflection. On the basis of previous research, it is demonstrated how external input, collegial interactions, and experimentation in practice, may interact and mediate the development of teachers' PCK. An explicit focus on promoting student learning of science content is crucial in this respect. As for programme design aimed at the development of science teachers' PCK, it is recommended to provide external input together with opportunities for teachers to experiment with new teaching approaches in their classroom, and to reflect on their experiences, both individually and collectively. This approach acknowledges that teachers, as professionals, working individually at different schools, hold the key to improving the effectiveness of science education. More research is needed, however, to investigate how professional development programmes contribute to changes in science teachers' PCK and their practice, in a way that enhances student learning and appreciation of science.
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