Loading…

Case-based Long-term Professional Development of Science Teachers

Reform efforts are often unsuccessful because they failed to understand that teachers play a key role in making educational reforms successful. This paper describes a long-term teacher professional development (PD) program aimed at educating and training teachers to teach interdisciplinary topics us...

Full description

Saved in:
Bibliographic Details
Published in:International journal of science education 2005-10, Vol.27 (12), p.1413-1446
Main Authors: Dori, Yehudit J., Herscovitz, Orit
Format: Article
Language:English
Subjects:
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
cited_by cdi_FETCH-LOGICAL-c397t-3fb8d8d697ff0d7da244640f1b92ede38beb1bd1ecc6371299d2dd2be007680f3
cites cdi_FETCH-LOGICAL-c397t-3fb8d8d697ff0d7da244640f1b92ede38beb1bd1ecc6371299d2dd2be007680f3
container_end_page 1446
container_issue 12
container_start_page 1413
container_title International journal of science education
container_volume 27
creator Dori, Yehudit J.
Herscovitz, Orit
description Reform efforts are often unsuccessful because they failed to understand that teachers play a key role in making educational reforms successful. This paper describes a long-term teacher professional development (PD) program aimed at educating and training teachers to teach interdisciplinary topics using case-based method in science. The research objective was to identify, follow and document the processes that science teachers went through as they assimilated the interdisciplinary, case-based science teaching approach. The research accompanied the PD program throughout its 3-year period. About 50 teachers, who took part in the PD program, were exposed to an interdisciplinary case-based teaching method. The research instruments included teacher portfolios, which contained projects and reflection questionnaires, classroom observations, teacher interviews, and student feedback questionnaires. The portfolios contained the projects that the teachers had carried out during the PD program, which included case studies and accompanying student activities. We found that the teachers gradually moved from exposure to new teaching methods and subject matter, through active learning and preparing case-based team projects, to interdisciplinary, active classroom teaching using the case studies they developed.
doi_str_mv 10.1080/09500690500102946
format article
fullrecord <record><control><sourceid>eric_cross</sourceid><recordid>TN_cdi_crossref_primary_10_1080_09500690500102946</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ721451</ericid><sourcerecordid>EJ721451</sourcerecordid><originalsourceid>FETCH-LOGICAL-c397t-3fb8d8d697ff0d7da244640f1b92ede38beb1bd1ecc6371299d2dd2be007680f3</originalsourceid><addsrcrecordid>eNqFkEtLxDAUhYMoOI7-AMFFNy6rN0mbNOBmGMcXAwqO65ImN1rpNENS1Pn3dqiPxYBuzl2c8x0uh5BjCmcUCjgHlQMIBb1SYCoTO2REM5GlOSvULhlt_LQP8H1yEOMrAGRCihGZTHXEtOrFJnPfPqcdhmXyELzDGGvf6ia5xDds_GqJbZd4lzyaGluDyQK1ecEQD8me003Eo687Jk9Xs8X0Jp3fX99OJ_PUcCW7lLuqsIUVSjoHVlrNsv49cLRSDC3yosKKVpaiMYJLypSyzFpWIYAUBTg-JnToNcHHGNCVq1AvdViXFMrNBuXWBj1zOjArHY1uXNCtqeMvKBmTOcg-dzLkMNTmx57dSUaznPb2xWDXrfNhqd99aGzZ6XXjw3cn_-sL-S--RZXdR8c_AT_Fih0</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>Case-based Long-term Professional Development of Science Teachers</title><source>Taylor &amp; Francis</source><source>ERIC</source><creator>Dori, Yehudit J. ; Herscovitz, Orit</creator><creatorcontrib>Dori, Yehudit J. ; Herscovitz, Orit</creatorcontrib><description>Reform efforts are often unsuccessful because they failed to understand that teachers play a key role in making educational reforms successful. This paper describes a long-term teacher professional development (PD) program aimed at educating and training teachers to teach interdisciplinary topics using case-based method in science. The research objective was to identify, follow and document the processes that science teachers went through as they assimilated the interdisciplinary, case-based science teaching approach. The research accompanied the PD program throughout its 3-year period. About 50 teachers, who took part in the PD program, were exposed to an interdisciplinary case-based teaching method. The research instruments included teacher portfolios, which contained projects and reflection questionnaires, classroom observations, teacher interviews, and student feedback questionnaires. The portfolios contained the projects that the teachers had carried out during the PD program, which included case studies and accompanying student activities. We found that the teachers gradually moved from exposure to new teaching methods and subject matter, through active learning and preparing case-based team projects, to interdisciplinary, active classroom teaching using the case studies they developed.</description><identifier>ISSN: 0950-0693</identifier><identifier>EISSN: 1464-5289</identifier><identifier>DOI: 10.1080/09500690500102946</identifier><language>eng</language><publisher>London: Routledge</publisher><subject>Active Learning ; Case Studies ; Educational personnel ; Educational sciences ; Feedback ; Interdisciplinary Approach ; Interviews ; Methods ; Portfolios (Background Materials) ; Professional Development ; Questionnaires ; Reflective Teaching ; Science Teachers ; Student Attitudes ; Teachers ; Teaching Methods</subject><ispartof>International journal of science education, 2005-10, Vol.27 (12), p.1413-1446</ispartof><rights>Copyright Taylor &amp; Francis Group, LLC 2005</rights><rights>2006 INIST-CNRS</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c397t-3fb8d8d697ff0d7da244640f1b92ede38beb1bd1ecc6371299d2dd2be007680f3</citedby><cites>FETCH-LOGICAL-c397t-3fb8d8d697ff0d7da244640f1b92ede38beb1bd1ecc6371299d2dd2be007680f3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27901,27902</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ721451$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&amp;idt=17227507$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Dori, Yehudit J.</creatorcontrib><creatorcontrib>Herscovitz, Orit</creatorcontrib><title>Case-based Long-term Professional Development of Science Teachers</title><title>International journal of science education</title><description>Reform efforts are often unsuccessful because they failed to understand that teachers play a key role in making educational reforms successful. This paper describes a long-term teacher professional development (PD) program aimed at educating and training teachers to teach interdisciplinary topics using case-based method in science. The research objective was to identify, follow and document the processes that science teachers went through as they assimilated the interdisciplinary, case-based science teaching approach. The research accompanied the PD program throughout its 3-year period. About 50 teachers, who took part in the PD program, were exposed to an interdisciplinary case-based teaching method. The research instruments included teacher portfolios, which contained projects and reflection questionnaires, classroom observations, teacher interviews, and student feedback questionnaires. The portfolios contained the projects that the teachers had carried out during the PD program, which included case studies and accompanying student activities. We found that the teachers gradually moved from exposure to new teaching methods and subject matter, through active learning and preparing case-based team projects, to interdisciplinary, active classroom teaching using the case studies they developed.</description><subject>Active Learning</subject><subject>Case Studies</subject><subject>Educational personnel</subject><subject>Educational sciences</subject><subject>Feedback</subject><subject>Interdisciplinary Approach</subject><subject>Interviews</subject><subject>Methods</subject><subject>Portfolios (Background Materials)</subject><subject>Professional Development</subject><subject>Questionnaires</subject><subject>Reflective Teaching</subject><subject>Science Teachers</subject><subject>Student Attitudes</subject><subject>Teachers</subject><subject>Teaching Methods</subject><issn>0950-0693</issn><issn>1464-5289</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2005</creationdate><recordtype>article</recordtype><sourceid>7SW</sourceid><recordid>eNqFkEtLxDAUhYMoOI7-AMFFNy6rN0mbNOBmGMcXAwqO65ImN1rpNENS1Pn3dqiPxYBuzl2c8x0uh5BjCmcUCjgHlQMIBb1SYCoTO2REM5GlOSvULhlt_LQP8H1yEOMrAGRCihGZTHXEtOrFJnPfPqcdhmXyELzDGGvf6ia5xDds_GqJbZd4lzyaGluDyQK1ecEQD8me003Eo687Jk9Xs8X0Jp3fX99OJ_PUcCW7lLuqsIUVSjoHVlrNsv49cLRSDC3yosKKVpaiMYJLypSyzFpWIYAUBTg-JnToNcHHGNCVq1AvdViXFMrNBuXWBj1zOjArHY1uXNCtqeMvKBmTOcg-dzLkMNTmx57dSUaznPb2xWDXrfNhqd99aGzZ6XXjw3cn_-sL-S--RZXdR8c_AT_Fih0</recordid><startdate>20051001</startdate><enddate>20051001</enddate><creator>Dori, Yehudit J.</creator><creator>Herscovitz, Orit</creator><general>Routledge</general><general>Taylor &amp; Francis Group Journals</general><general>Taylor &amp; Francis</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>20051001</creationdate><title>Case-based Long-term Professional Development of Science Teachers</title><author>Dori, Yehudit J. ; Herscovitz, Orit</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c397t-3fb8d8d697ff0d7da244640f1b92ede38beb1bd1ecc6371299d2dd2be007680f3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2005</creationdate><topic>Active Learning</topic><topic>Case Studies</topic><topic>Educational personnel</topic><topic>Educational sciences</topic><topic>Feedback</topic><topic>Interdisciplinary Approach</topic><topic>Interviews</topic><topic>Methods</topic><topic>Portfolios (Background Materials)</topic><topic>Professional Development</topic><topic>Questionnaires</topic><topic>Reflective Teaching</topic><topic>Science Teachers</topic><topic>Student Attitudes</topic><topic>Teachers</topic><topic>Teaching Methods</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Dori, Yehudit J.</creatorcontrib><creatorcontrib>Herscovitz, Orit</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>CrossRef</collection><jtitle>International journal of science education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Dori, Yehudit J.</au><au>Herscovitz, Orit</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ721451</ericid><atitle>Case-based Long-term Professional Development of Science Teachers</atitle><jtitle>International journal of science education</jtitle><date>2005-10-01</date><risdate>2005</risdate><volume>27</volume><issue>12</issue><spage>1413</spage><epage>1446</epage><pages>1413-1446</pages><issn>0950-0693</issn><eissn>1464-5289</eissn><abstract>Reform efforts are often unsuccessful because they failed to understand that teachers play a key role in making educational reforms successful. This paper describes a long-term teacher professional development (PD) program aimed at educating and training teachers to teach interdisciplinary topics using case-based method in science. The research objective was to identify, follow and document the processes that science teachers went through as they assimilated the interdisciplinary, case-based science teaching approach. The research accompanied the PD program throughout its 3-year period. About 50 teachers, who took part in the PD program, were exposed to an interdisciplinary case-based teaching method. The research instruments included teacher portfolios, which contained projects and reflection questionnaires, classroom observations, teacher interviews, and student feedback questionnaires. The portfolios contained the projects that the teachers had carried out during the PD program, which included case studies and accompanying student activities. We found that the teachers gradually moved from exposure to new teaching methods and subject matter, through active learning and preparing case-based team projects, to interdisciplinary, active classroom teaching using the case studies they developed.</abstract><cop>London</cop><pub>Routledge</pub><doi>10.1080/09500690500102946</doi><tpages>34</tpages></addata></record>
fulltext fulltext
identifier ISSN: 0950-0693
ispartof International journal of science education, 2005-10, Vol.27 (12), p.1413-1446
issn 0950-0693
1464-5289
language eng
recordid cdi_crossref_primary_10_1080_09500690500102946
source Taylor & Francis; ERIC
subjects Active Learning
Case Studies
Educational personnel
Educational sciences
Feedback
Interdisciplinary Approach
Interviews
Methods
Portfolios (Background Materials)
Professional Development
Questionnaires
Reflective Teaching
Science Teachers
Student Attitudes
Teachers
Teaching Methods
title Case-based Long-term Professional Development of Science Teachers
url http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-01T00%3A51%3A59IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-eric_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Case-based%20Long-term%20Professional%20Development%20of%20Science%20Teachers&rft.jtitle=International%20journal%20of%20science%20education&rft.au=Dori,%20Yehudit%20J.&rft.date=2005-10-01&rft.volume=27&rft.issue=12&rft.spage=1413&rft.epage=1446&rft.pages=1413-1446&rft.issn=0950-0693&rft.eissn=1464-5289&rft_id=info:doi/10.1080/09500690500102946&rft_dat=%3Ceric_cross%3EEJ721451%3C/eric_cross%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-c397t-3fb8d8d697ff0d7da244640f1b92ede38beb1bd1ecc6371299d2dd2be007680f3%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_id=info:pmid/&rft_ericid=EJ721451&rfr_iscdi=true