Abstract
Earlier, extracted inquiry-based science teaching competency elements and domains from the international literature were compared to the United States' National Science Teaching Standards. The present Delphi study aimed to validate the findings for the Netherlands, where such standards are lacking. Experts (N=33) were asked about the importance of 23 identified competencies. They confirmed the importance; proposed to add one competency and to differentiate between novice and experienced teachers. They suggested that teachers be provided with opportunities to integrate competence development regarding science knowledge, attitude and teaching skills throughout their career.
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