LEADER 04314nam 22007573u 450 001 9910450033503321 005 20210114012937.0 010 $a1-135-70814-2 010 $a1-280-16432-8 010 $a0-203-97931-1 035 $a(CKB)1000000000006731 035 $a(EBL)242314 035 $a(OCoLC)437157316 035 $a(SSID)ssj0000234601 035 $a(PQKBManifestationID)11239719 035 $a(PQKBTitleCode)TC0000234601 035 $a(PQKBWorkID)10241519 035 $a(PQKB)10083015 035 $a(MiAaPQ)EBC242314 035 $a(EXLCZ)991000000000006731 100 $a20130418d2013|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aReflective Teacher Development in Primary Science$b[electronic resource] 210 $aHoboken $cTaylor and Francis$d2013 215 $a1 online resource (241 p.) 300 $aDescription based upon print version of record. 311 $a0-7507-0863-8 327 $aCover; Title; Copyright; Contents; List of Illustrations; Preface; Acknowledgements; 1 Introduction; The Professional Context; The Personal Context; The Conceptual Context; 2 Stories of Teachers' Development; Introduction; Angela; Brenda; Chris; Kay; Lesley; Steve; 3 Individual Characteristics of Development; Looking Closer at Individualities; Extracts from my Observational Notes of the Session; Issues Raised by this Vignette; Improved Scientific Learning and Changes in Chris's Teaching; Kay and the 'White Powders' Episode; An Early Aspect of Lesley's Development: Seeing is Believing 327 $aSaying What you Mean and Meaning What you SayTowards a Better Understanding of Action Inquiry; Steve's Use of Zigzagging in his Action Research; Steve's Use of a Diary for Reflective Learning; Summary; 4 Common Characteristics of Development; Introduction; Searching for Commonalities; Starting Points for Personal Professional Development; Early Stages of Personal Professional Development; The Impact of the Tutor's Visit to the Course Member's Classroom; Developments During the Later Stages of the Course; The Concluding Stage of the Course; 5 Describing, Enabling and Assessing Development 327 $aMy Personal Professional DevelopmentProfessional Autonomy; Implications for Course Design; Assessing Personal Professional Development; 6 Development through Action Research; Epistemological Considerations; An Inquiry Model of Professional Development; Pedagogy and Course Design for Enabling Personal Professional Development; Assessment; Conclusion; References; Index 330 $aDominant theories about primary science contend that knowledge is the key. Ovens challenges this view, showing, through case studies, that inquiry and reflection play a significant part in the learning process. This applies to pupils, teachers and teacher educators. Taking curiosity as a pre-condition for good learning, Ovens shows that it is possible to increase the desire to learn more and learn better, to improve confidence in the ability to inquire, to imbue pupils with the courage to seek improvement, to place trust in collaborative processes, to raise awareness of significant detail and 606 $aCase studies 606 $aIn-service training 606 $aScience 606 $aScience-- Study and teaching (Elementary)-- Great Britain 606 $aStudy and teaching (Elementary) 606 $aTeachers 606 $aTeaching 606 $aTheory & Practice of Education$2HILCC 606 $aEducation$2HILCC 606 $aSocial Sciences$2HILCC 608 $aElectronic books. 615 4$aCase studies. 615 4$aIn-service training. 615 4$aScience. 615 4$aScience-- Study and teaching (Elementary)-- Great Britain. 615 4$aStudy and teaching (Elementary). 615 4$aTeachers. 615 4$aTeaching. 615 7$aTheory & Practice of Education 615 7$aEducation 615 7$aSocial Sciences 676 $a372.3/5044/0941 676 $a372.35044 700 $aOvens$b Peter$0917993 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910450033503321 996 $aReflective Teacher Development in Primary Science$92058333 997 $aUNINA