Advertisement

Characteristics of Effective Professional Development for Primary Science and Technology

  • Martina van Uum
  • Koeno Gravemeijer
Part of the International Technology Education Studies book series (ITES, volume 9)

Abstract

The professionalization program VTB-Pro (elaborating technology in primary education, professional) was founded in the year 2007 and enabled 5000 teachers and 5000 student teachers to professionalize themselves in the field of science and technology. This chapter describes the investigation of three professionalization programs developed by the knowledge centre for science and technology in the southern part of the Netherlands. The participants report that the investigated professional development programs for primary school teachers contributed to positive changes, in particularly in pedagogical content knowledge and attitude.

Keywords

Professional Development Teacher Educator Student Teacher Pedagogical Content Knowledge Professional Development Program 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Akerson, V.L. & Hanuscin, D.L. (2007). Teaching nature of science through inquiry: results of a 3-year professional development program. Journal of research in science teaching, 44, (5), 653–680.CrossRefGoogle Scholar
  2. Akerson, V.L., Morrison, J. A., & Roth McDuffie, A. (2006). One course is not enough: Preservice elementary teachers’ retention of improved views of nature of science. Journal of Research in Science Teaching, 43, 194–213. CrossRefGoogle Scholar
  3. Brown, A., Bransford, J., & Cocking, R. (1999). How People Learn: Brain, Mind. Experience and School. Washington DC: National Academy Press.Google Scholar
  4. Council for Education, Youth matters and Culture (2007). Brief van de minister van Onderwijs, Cultuur en Wetenschap. [Letter from the minister of Education, Culture and Science.] Retrieved August 20, 2010, from http://rijksbegroting.minfin.nl/2008/kamerstukken,2007/12/12/kst113368.html
  5. Deltaplan Bèta/Techniek (2003a, December). Actieplan voor de aanpak van tekorten aan bèta's en technici. [Plan of action to diminish shortages in science and technology workers]. Den Haag: DeltaHage. Retrieved November 24, 2009 fromhttp://www.platformbetatechniek.nl//docs/-Beleidsdocumenten/DeltaplanBetatechniek2003.pdf
  6. Ely, D. P. (1999). Conditions that facilitate the implementation of educational technology innovations. Educational Technology, 39, 23–27.Google Scholar
  7. ESoE, 2009. Professional learning: Research Program of the Eindhoven School of Education (ESoE). Eindhoven: Eindhoven School of Education. Retrieved August 25, 2010, fromhttp://www.esoe.nl/fileadmin/Esoe/Algemeen/ESoE_research_program_2009.pdf
  8. Fullan, M. (2006). Leading professional learning. The School administrator, pp 10-14. Retrieved August 25, 2010, from http://www.michaelfullan.ca/Articles_06/Articles_06b.pdf
  9. Fullan, M. (2007). The new meaning of educational change. New York and London: Teacher College Press.Google Scholar
  10. Glaser, B.G. & Strauss, A.L. (1967). The Discovery of Grounded Theory; Strategies for Qualitative Research. Chicago: Aldine Publishing Company.Google Scholar
  11. Hackling, M. W. & Prain, V. (2005). Primary Connections: Stage 2 research report. Canberra: Australian Academy of Science.Google Scholar
  12. Hagunama, E. (2008). Papua New Guinea primary school technology teachers: The impacts of support materials on their perceptions and practices. Unpublished master’s thesis, University of Waikato. Retrieved August 20, 2010 from http://waikato.researchgateway.ac.nz/bitstream/10289/2274/1/-thesis.pdf. Inspection of Education (2005-3). Techniek in het basisonderwijs. [Technology in primary education]. Schiedam: Romer.
  13. Kuijpers, J. & Walma van der Molen, J. (2008). Wetenschap en Techniek: een ontdekkingsreis naar kennis. [Science and Technology: a journey of discovery to knowledge]. Den Haag: Brochure Platform Bèta Techniek.Google Scholar
  14. Lee, O., Hart, J.E., Cuevas, P., & Enders, C. (2004). Professional development in inquiry-based science for elementary teachers of diverse student groups. Journal of Research in Science Teaching, 41(10), 1021–1043.CrossRefGoogle Scholar
  15. Meijer, P. C., Verloop, N., & Beijaard, D. (2002). Multi-Method Triangulation in a Qualitative Study on Teachers’ Practical Knowledge: An Attempt to Increase Internal Validity. Quality & Quantity, 36, 145–167.CrossRefGoogle Scholar
  16. Miles, M.B. & Huberman, A.M. (1994). Qualitative Data Analysis (2nd edition). Thousand Oaks, CA: Sage Publications.Google Scholar
  17. Prebble, T., Hargreaves, H., Leach, L., Naidoo, K., Suddaby, G., & Zepke, N. (2004). Impact of student support services and academic development programmes on student outcomes in undergraduate tertiary study: A synthesis of the research. Wellington: Ministry of Education.Google Scholar
  18. Rohaan, E. J., Taconis, R., & Jochems, W. M. G. (2008). Reviewing the relations between teachers’ knowledge and pupils’ attitude in the field of primary technology education. International Journal of Technology and Design Education, 18(3).Google Scholar
  19. Stein, S. J., Ginns, I. S., & McDonald, C. V. (2007). Teachers learning about technology and technology education: Insights from a professional development experience. International Journal of Technology and Design Education, 17(2), 179-195.CrossRefGoogle Scholar
  20. Walma van der Molen, J.H., De Lange, J., & Kok, J. (2009). Theoretische uitgangspunten bij de professionalisering van leraren basisonderwijs op het gebied van wetenschap en techniek [Theoretical starting points in the professionalization of elementary school teachers in the field of science and technology] (pp. 29–39). In H. van Keulen & J.H. Walma van der Molen (Eds.), Onderzoek naar wetenschap en techniek in het Nederlandse basisonderwijs. Den Haag: Platform Bèta Techniek.Google Scholar

Copyright information

© Sense Publishers 2011

Authors and Affiliations

  • Martina van Uum
  • Koeno Gravemeijer
    • 1
  1. 1.Eindhoven School of EducationThe Netherlands

Personalised recommendations