Designing professional development for inquiry-based science teaching

January 1, 2013 | Professional Development, Conferences, and Networks

This paper reports on a two-year schoolwide professional development initiative designed to enhance teachers’ pedagogical skills in inquiry-based science instruction. The programme emphasised the importance of time for reflection and the role of collaboration among participating teachers to ensure sustained change in their beliefs and practice.

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Heather King

Author

King's College London

Citation

Resource Type: Research Brief

Discipline: Education and learning science | General STEM

Audience: Educators/Teachers | Museum/ISE Professionals

Environment Type: Professional Development, Conferences, and Networks | Professional Development and Workshops

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