Abstract
Science education research, especially in Europe, is strongly linked to the improvement of teaching practice. When considering how to improve teaching practice we think about the school system, the curriculum, teachers and students - all of which are intricately woven together in the classroom. In this chapter, we will consider the role of teacher professional development (TPD) in improving science teaching. We look at how capacities for more effective and more sustainable models of TPD may be developed, looking at examples from European countries where cultural diversity is large. Our experiences are based on two European projects: Mind the Gap and Science-Teacher Education Advanced Methods (S-TEAM).
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Stadler, M., Jorde, D. (2012). Improving Science Education Through European Models of Sustainable Teacher Professional Development. In: Jorde, D., Dillon, J. (eds) Science Education Research and Practice in Europe. Cultural Perpectives in Science Education, vol 5. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-900-8_15
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DOI: https://doi.org/10.1007/978-94-6091-900-8_15
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