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"The Exchange of Ideas Was Mutual, I Have to Say": Negotiating Researcher and Teacher "Roles" in an Early Years Educators' Professional Development Programme on Inquiry-Based Mathematics and Science Learning
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Philippou, Stavroula; Papademetri-Kachrimani, Chrystalla; Louca, Loucas – Professional Development in Education, 2015
This paper explores the experiences of 14 early years educators who participated in a continuing professional development (CPD) programme coordinated by two of the paper's authors. The programme was part of a three-year research project, which aimed at introducing early childhood educators to an inquiry-based approach to mathematics and science…
Descriptors: Beginning Teachers, Professional Continuing Education, Early Childhood Education, Teaching Methods
Teaching Physics in English: A Continuing Professional Development for Non-Native English-Speaking Teachers in Thailand
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Pruekpramool, Chaninan; Sangpradit, Theerapong – Journal of Education and Learning, 2016
The purposes of this study were to develop a Continuing Professional Development (CPD) using English integrated science approach training curriculum and to promote physics teacher's efficacy to be expert teachers and be able to teach Physics in English. The quality of the curriculum was at a high level corresponding to the congruence scores of the…
Descriptors: Physics, Science Instruction, English (Second Language), Second Language Learning
In-Service Training of Chemistry Teachers: The Use of Multimedia in Teaching Chemistry
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Ferreira, Celeste; Baptista, Monica; Arroio, Agnaldo – EURASIA Journal of Mathematics, Science & Technology Education, 2013
Information and Communication Technology has allowed the use of several types of visualizations, especially multimedia environments in science teaching. The aim was to investigate how in-service teachers enrolled in a training course understand the nature and the role of visualizations in science teaching as well as the impact of this training on…
Descriptors: Inservice Teacher Education, Science Teachers, Chemistry, Science Instruction
Changing Practice: An Evaluation of the Impact of a Nature of Science Inquiry-Based Professional Development Programme on Primary Teachers
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Murphy, Clíona; Smith, Greg; Varley, Janet; Razi, Özge – Cogent Education, 2015
This study investigates how a two-year continuing professional development (CPD) programme, with an emphasis on teaching about science through inquiry, impacted the experiences of, approaches to and attitudes towards teaching science of 17 primary teachers in Dublin. Data sources included interview, questionnaire and reflective journal strategies.…
Descriptors: Professional Continuing Education, Faculty Development, Science Instruction, Inquiry