Leadership and Professional Development in Science Education

Abstract

1. Introduction J. Wallace Section 1. Personal initiatives in teacher learning 2. What is the balance? Transcending the dichotomy between teacher-centred and student centred science teaching G. Hoban 3. Teaching science in urban high schools K. Tobin 4. Leading by example within a collaborative staff S. M. Ritchie & D. L. Rigano 5. Challenges to practice, constraints on change: Managing innovation in a South African township school J. Clark Section 2. Collegial initiatives in teacher learning 6. The experience and challenges of teacher leadership in learning technology reform for science education: A tale of TESSI J. Mayer-Smith 7. Enhancing science teachers' pedagogical content knowledge through collegial interaction J. van Driel & D. Beijaard 8. Building a community of science learners through legitimate collegial particpation M. Fleer & T. Grace 9. Redefining leadership: Creating a place for heart and mind in science education reform S. E. Nichols & D. J. Tippins Section 3 Systematic initiatives for teacher learning 10. Leadership, professional development and science teaching: a systematic perspective R.W. Bybee, J. C. Powell, James B. Short & N.M. Landes 11. Science and technology teacher education: Some benchmarks and examples of their implementation C. vanden Borght 12. Systematic teacher development to enhance the use of argumentation in school science activities S. Simon, J. Osborne & S. Erduran 13. Building and sustaining communities of practice beyond the fold: Nurturing agency and action E. Pedretti, L. Bencze & D. Hodson 14. Conclusion John Loughran