Abstract
Teachers and schools are, increasingly, subject to policies of educational change. However, as documented in different analyses, little will be accomplished by imposed change if teachers do not understand these reforms and become involved. One alternative is: professional “self-development”, supported by a systemic framework. As a prototype of this process a continuous workshop of the German PING project for the development of integrated science teaching is described and analysed. Results are presented about the effect of concept maps as part of teachers’ self-development, supported by a collaborative system. Teachers professional development through reflective self-assessment and feedback from researchers was found to be effective on components for improvement of planning science learning and development of integrated goals.
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© 2001 Kluwer Academic Publishers
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Lang, M. (2001). Teacher Professionalism and Change: Developing a Professional Self Through Reflective Assessment. In: Behrendt, H., et al. Research in Science Education - Past, Present, and Future. Springer, Dordrecht. https://doi.org/10.1007/0-306-47639-8_17
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DOI: https://doi.org/10.1007/0-306-47639-8_17
Publisher Name: Springer, Dordrecht
Print ISBN: 978-0-7923-6755-0
Online ISBN: 978-0-306-47639-6
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