Retooling Asian-Pacific teachers to promote creativity, innovation and problem solving in science classrooms
Lee, Kar-Tin, Chalmers, Christina, Chandra, Vinesh, Yeh, Andy, & Nason, Rodney A. (2014) Retooling Asian-Pacific teachers to promote creativity, innovation and problem solving in science classrooms. Journal of Education for Teaching, 40(1), pp. 47-64.
This paper reports on a Professional Learning Programme undertaken by primary school teachers in China that aimed to facilitate the development of ‘adaptive expertise’ in using technology to facilitate innovative science teaching and learning such as that envisaged by the Chinese Ministry of Education’s (2010–2020) education reforms. The study found that the participants made substantial progress towards the development of adaptive expertise manifested not only by advances in the participants’ repertoires of pedagogical content knowledge but also in changes to their levels of confidence and identities as teachers. By the end of the programme, the participants had coalesced into a professional learning community that readily engaged in the sharing, peer review, reuse and adaption, and collaborative design of innovative science learning and assessment activities. The findings from the study indicate that those engaged in the development of Professional Learning Programmes in Asia-Pacific nations need to take cognizance of certain cultural factors and traditions idiosyncratic to the educational systems. This is reflected in the amended set of principles to inform the design and implementation of professional learning programmes presented in the concluding sections of the paper.
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|Item Type:||Journal Article|
|Keywords:||adaptive expertise, technology, science, professional development programmes|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000)|
|Divisions:||Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2014 Taylor & Francis|
|Copyright Statement:||This is an Author's Accepted Manuscript of an article published in Journal of Education for Teaching, 2014 copyright Taylor & Francis, available online at: http://www.tandfonline.com/.|
|Deposited On:||21 Jan 2014 02:05|
|Last Modified:||03 Aug 2015 03:34|
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