Continuous professional learning through school based strategic planning
Tytler, Russell 2005, Continuous professional learning through school based strategic planning, in CoSMEd 2005 : International Conference on Science and Mathematics Education : Bridging the theory-practice gap in science and mathematics education: the challenge to change, SEAMEO Regional Centre for Education in Science and Mathematics, Penang, Malaysia.
International Conference on Science and Mathematics Education
SEAMEO Regional Centre for Education in Science and Mathematics
Place of publication
There is ample evidence that in many countries school science is in difficulty, with declining student attitudes and uptake of science. This presentation argues that a key to addressing the problem lies in transforming teachers’ classroom practice, and that pedagogical innovation is best supported within a school context. Evidence for effective change will draw on the School Innovation in Science (SIS) initiative in Victoria, which has developed and evaluated a model to improve science teaching and learning across a school system. The model involves a framework for describing effective teaching and learning, and a strategy that allows schools flexibility to develop their practice to suit local conditions and to maintain ownership of the change process. SIS has proved successful in improving science teaching and learning in primary and secondary schools. Experience from SIS and related projects, from a national Australian science and literacy project, and from system wide science initiatives in Europe, will be used to explore the factors that affect the success and the path of innovation in schools.
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Field of Research
130313 Teacher Education and Professional Development of Educators
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