LEADER 03873nam 22005774a 450 001 9910958429003321 005 20251116144852.0 010 $a1-135-70813-4 010 $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 $a19990702d2000 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aReflective teacher development in primary science /$fPeter Ovens 205 $a1st ed. 210 $aLondon ;$aNew York $cFalmer Press$d2000 215 $a1 online resource (241 p.) 300 $aDescription based upon print version of record. 311 08$a0-7507-0863-8 320 $aIncludes bibliographical references (p. 220-224) and index. 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 $aScience$xStudy and teaching (Elementary)$zGreat Britain 606 $aScience teachers$xIn-service training$zGreat Britain 615 0$aScience$xStudy and teaching (Elementary) 615 0$aScience teachers$xIn-service training 676 $a372.3/5044/0941 700 $aOvens$b Peter$f1944-$0917993 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910958429003321 996 $aReflective teacher development in primary science$94496123 997 $aUNINA