Authentic and entrepreneurial teaching practice in science and technology – variation and diversity in outcomes from professional development courses for teachers
DOI:
https://doi.org/10.5617/nordina.555Keywords:
effective continuing professional development, authentic and entrepreneurial learning, science and technology educationAbstract
This qualitative study describes the variation and diversity in science and technology teachers’ self-expressed outcomes from two CPD courses with the same major aim, however with different designs and foci. The aim was to increase teachers’ knowledge of authentic and entrepreneurial learning environments in school science and technology. The CPD evaluation model presented by Harland and Kinder (1997 was used for analysis). Both courses resulted in outcomes in all eight typologies as well as in impact on practice. The teachers’ expressed experiences reflect the different foci; general reflections on changes in teaching strategies for a more authentic and entrepreneurial learning environment from one course to concrete examples of subject specific activities from the other course. This suggests that a CPD course, including teaching strategies with the content knowledge as a point of departure, thus providing concrete examples of subject related changes in teaching practice, might provide a more effective CPD.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).