Science teachers' views of professional development

John Loughran, Lawrence Ingvarson

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Seventy-five science teachers from schools across Australia were interviewed in 1991 as part of the Science Education Professional Development Project (SEPD), a Department of Employment, Education and Training (DEET) funded Project of National Significance with a brief to develop a strategy to enhance the professional development of science teachers. At the time of interviewing there was considerable discussion about the implementation of a new classification, the Advanced Skilled Teacher. A major purpose of this Award Restructuring was to offer a career path for classroom teachers. In order to retain good science teachers and to encourage them to continue in the important role of classroom teaching it is crucial to understand and to meet their professional development needs. But what does it mean to develop and grow as a science teacher? What constitutes quality professional development? What do science teachers expect from professional development activities? This paper explores science teachers' expectations in relation to professional development and examines the implications for policy.

Original languageEnglish
Pages (from-to)174-182
Number of pages9
JournalResearch in Science Education
Volume23
Issue number1
DOIs
Publication statusPublished - 1 Dec 1993

Cite this

Loughran, John ; Ingvarson, Lawrence. / Science teachers' views of professional development. In: Research in Science Education. 1993 ; Vol. 23, No. 1. pp. 174-182.
@article{1752287020c945199d755748f5dfbf2e,
title = "Science teachers' views of professional development",
abstract = "Seventy-five science teachers from schools across Australia were interviewed in 1991 as part of the Science Education Professional Development Project (SEPD), a Department of Employment, Education and Training (DEET) funded Project of National Significance with a brief to develop a strategy to enhance the professional development of science teachers. At the time of interviewing there was considerable discussion about the implementation of a new classification, the Advanced Skilled Teacher. A major purpose of this Award Restructuring was to offer a career path for classroom teachers. In order to retain good science teachers and to encourage them to continue in the important role of classroom teaching it is crucial to understand and to meet their professional development needs. But what does it mean to develop and grow as a science teacher? What constitutes quality professional development? What do science teachers expect from professional development activities? This paper explores science teachers' expectations in relation to professional development and examines the implications for policy.",
author = "John Loughran and Lawrence Ingvarson",
year = "1993",
month = "12",
day = "1",
doi = "10.1007/BF02357058",
language = "English",
volume = "23",
pages = "174--182",
journal = "Research in Science Education",
issn = "0157-244X",
publisher = "Springer-Praxis",
number = "1",

}

Science teachers' views of professional development. / Loughran, John; Ingvarson, Lawrence.

In: Research in Science Education, Vol. 23, No. 1, 01.12.1993, p. 174-182.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Science teachers' views of professional development

AU - Loughran, John

AU - Ingvarson, Lawrence

PY - 1993/12/1

Y1 - 1993/12/1

N2 - Seventy-five science teachers from schools across Australia were interviewed in 1991 as part of the Science Education Professional Development Project (SEPD), a Department of Employment, Education and Training (DEET) funded Project of National Significance with a brief to develop a strategy to enhance the professional development of science teachers. At the time of interviewing there was considerable discussion about the implementation of a new classification, the Advanced Skilled Teacher. A major purpose of this Award Restructuring was to offer a career path for classroom teachers. In order to retain good science teachers and to encourage them to continue in the important role of classroom teaching it is crucial to understand and to meet their professional development needs. But what does it mean to develop and grow as a science teacher? What constitutes quality professional development? What do science teachers expect from professional development activities? This paper explores science teachers' expectations in relation to professional development and examines the implications for policy.

AB - Seventy-five science teachers from schools across Australia were interviewed in 1991 as part of the Science Education Professional Development Project (SEPD), a Department of Employment, Education and Training (DEET) funded Project of National Significance with a brief to develop a strategy to enhance the professional development of science teachers. At the time of interviewing there was considerable discussion about the implementation of a new classification, the Advanced Skilled Teacher. A major purpose of this Award Restructuring was to offer a career path for classroom teachers. In order to retain good science teachers and to encourage them to continue in the important role of classroom teaching it is crucial to understand and to meet their professional development needs. But what does it mean to develop and grow as a science teacher? What constitutes quality professional development? What do science teachers expect from professional development activities? This paper explores science teachers' expectations in relation to professional development and examines the implications for policy.

UR - http://www.scopus.com/inward/record.url?scp=33947712175&partnerID=8YFLogxK

U2 - 10.1007/BF02357058

DO - 10.1007/BF02357058

M3 - Article

VL - 23

SP - 174

EP - 182

JO - Research in Science Education

JF - Research in Science Education

SN - 0157-244X

IS - 1

ER -