Publicação: Volume 35, Number 1,
1 January 2013 , pp. 65-85(21)
Título do artigo: Critical Friendship, Collaboration and Trust as a Basis for
Self-Determined Professional Development: A case of science teaching
Abstract:
This paper describes the development of curriculum
design expertise from the perspective of a teacher reflecting on a science
lesson. His involvement in the research process resulted in a self-determined
professional development strategy. The description comes from data collected
through lesson observations and an in-depth stimulated recall discussion to
probe and uncover the teacher's understanding of the importance of the
curriculum design principles related to his lesson. These data are supplemented
with lessons plans studied over several months. Views expressed indicate that
the professional development of the teacher was grounded in trust and
trust-building that took time. The views also, suggest, amongst other issues, how
empowerment evaluation can be used in enabling development in curriculum
design.
Keywords: Empowerment evaluation; Professional development; Science curriculum reform; Scientific literacy; Stimulated recall discussion
DOI: http://dx.doi.org/10.1080/09500693.2012.742593
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