Title

Articulating The Relationships Between Theory And Practice In Science Teaching: A Model For Teacher Professional Development

Abstract

In-depth analysis of science teachers' idiosyncratic instructional behaviors combined with the notion of deliberated 'teacher reflection' as a means of improving professional teaching practice has become one of the most pervasive concepts to influence science teacher education during the past decade. Sweeney and coworkers have described how the notion of teacher reflection and Lytle and Cochran-Smith's typology of teacher research were utilised to examine the relationships between a beginning high school chemistry teacher's articulated personal practice theories and his actions as demonstrated by his curricular decisions and instructional practices. Using data drawn from the previous study, this report focuses on examining how the methodological approach taken in the investigation (explicit, deliberate articulation and analysis of a teacher's instructional behaviors and rationales within the context of a mentoring relationship) may serve as a useful model for teacher professional development across all areas of instruction. © 2003 Taylor & Francis Ltd.

Publication Date

12-1-2003

Publication Title

Teachers and Teaching: Theory and Practice

Volume

9

Issue

2

Number of Pages

107-132

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1080/13540600309375

Socpus ID

33646907323 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/33646907323

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