Abstract
The design of effective teacher development activities for preservice and inservice science teachers is a continuing challenge to science teacher educators (Spector, 1987; Barufaldi, 1989). Science teacher development will be especially critical over the next decade as we work to update and renew the existing science teacher population, replace upon their retirement a significant number of science teachers who were hired during the 1960s and 1970s, and move to reform science education practice. But how should we proceed; what models of teacher education are most appropriate? Zeichner (1983) identified four distinct orientations or paradigms in the recent discourse on teacher development.
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