By Peter Ovens
Dominant theories approximately fundamental technology contend that wisdom is the main. Ovens demanding situations this view, displaying, via case reviews, that inquiry and mirrored image play an important half within the studying approach. this is applicable to scholars, academics and instructor educators. Taking interest as a pre-condition for strong studying, Ovens exhibits that it's attainable to extend the will to benefit extra and examine higher, to enhance self assurance within the skill to inquire, to imbue scholars with the braveness to hunt development, to put belief in collaborative methods, to elevate know-how of important element and to inspire open-mindedness.
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Extra resources for Reflective Teacher Development in Primary Science
Chris felt this was a very valuable experience for her because of what she learnt about the children. Her initial views about the course sessions were mixed. She felt encouraged by the similarity between her ideas about appropriate science learning experiences and the ideas offered on the course. On the other hand, she expressed criticism about some aspects, notably the course requirements for teachers’ written work. I think there is a need for a compromise course that doesn’t necessarily have a certificate at the end.
Chris’s Participation in the Course By the following January, Chris had resolved to let the children plan their own work, and was concerned to develop her abilities to assess and record their learning. She no longer saw how she should plan their science as a concern, having moved away from the ‘circus’ method during the previous term. Apart from the particular issues highlighted in this case study so far, I tended to be less aware of Chris’s professional development issues and concerns than I was for some other course members.
An Overview of Angela’s Professional Development She achieved considerable progress—away from a view of science as knowledge towards an excellent appreciation of science as investigation. Her strong scientific background did not appear to have inhibited this change as strongly as in some (past) course members. In line with changes in ideals, her classroom practice has also changed in a very encouraging way towards pupil centredness. Her initial expectation (that the course would ‘tell her the way to do it’) was gradually overcome.
Reflective Teacher Development in Primary Science by Peter Ovens