| 1. |
- Barron, Laura, et al.
(författare)
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Profiling in-service teachers across Europe to determine their attitude to IBSE
- 2013
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Ingår i: Science education Research for evidence-based Teaching and Coherence in Learning. - : ESERA. - 9789963700776
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Konferensbidrag (refereegranskat)abstract
- The ESTABLISH FP7-funded project is involved with development and implementation of professional development workshops to support teachers in adopting more inquiry based approaches in their teaching. Identifying teacher views, goals, practices and the challenges they face in implementing inquiry activities, can inform teacher educators of the needs of their participating teachers. This can also inform them to provide the appropriate support in order to help teachers overcome obstacles and develop their own practice in inquiry. This paper outlines the initial results from a profiling instrument used to examine teachers’ beliefs about IBSE, attitudes to teaching science and teaching by inquiry and some ideas about their current practices. The data presented in this paper outlines the profile of the teachers when they came to the first of the ESTABLISH teacher workshops in a number of European countries. This paper outlines a summary of the development of the evaluation tool, how the evaluation data was collected and analysed and highlights the key findings.
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| 2. |
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| 3. |
- Jeskova, Zuzana, et al.
(författare)
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In-service and pre-service teacher education in IBSE : The ESTABLISH approach
- 2015
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Ingår i: Nuovo Cimento C. - : Soc Italiana Fisica. - 2037-4909. ; 3
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Tidskriftsartikel (refereegranskat)abstract
- One of the main goals of the ESTABLISH 7fp project (available on line at http://www.establish-fp7.eu/) was the development and implementation of the professional development teacher education programmes (TEP) to support teachers in adopting inquiry-based strategies in their teaching. Within the project there was a model for in-service and pre-service teacher training in IBSE designed and implemented across 12 participating countries. The programme is based on 4 core elements and 4 additional elements that are built around the IBSE teaching units developed within the project. As accepted by ESTABLISH partners, all teacher training programmes include the minimum of the four elements, i.e. introduction to IBSE, industrial content knowledge, teacher as implementer and teacher as developer of IBSE teaching materials. There are also four additional elements designed in detail, i.e. ICT for IBSE, argumentation in the classroom, research and design projects for students, assessment of IBSE. These can be added to the programme optionally with regard to the level of teachers' IBSE skills and current situation in education and teachers' professional development within the country. This ESTABLISH model of TEP was followed in participating countries in order to change teachers' attitudes from traditional ways of teaching towards adopting inquiry strategies and their successful implementation in the classroom. Within the face-to-face workshops teachers experienced and developed their inquiry based teaching strategies using specifically developed materials. In addition, the e-platform has been developed to provide on-line support. This platform provides educators and teachers with all the necessary materials for the training and IBSE teaching units and other teaching materials for teachers' ongoing help. The teacher training programme was successfully implemented in Slovakia. There were two runs of teacher training workshops on IBSE already carried out. Moreover, the additional element ICT in IBSE was developed more deeply designing a separate teacher training course for it. The contribution discusses in more details the success and problems of implementation in the context of Slovak educational environment.
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| 4. |
- Jönsson, Anders, 1970-, et al.
(författare)
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Teacher education in inquiry and assessment across Europe – the SAILS approach
- 2015
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Konferensbidrag (refereegranskat)abstract
- The Strategies for Assessment of Inquiry-based Learning in Science (SAILS) project (2012-2015) aims to support teachers in adopting inquiry-based science education (IBSE) at second level (www.sails-project.eu). This project is focused on improving science classroom practice with students aged 12-18 years, in twelve European countries (Ireland, United Kingdom, Hungary, Belgium, Turkey, Portugal, Sweden, Germany, Denmark, Poland, Slovakia and Greece), by providing teachers with inquiry-based teaching and learning and assessment materials supplemented with teacher education programs. The SAILS project has three main objectives: (1) to enhance existing IBSE teaching and learning materials by incorporating inquiry assessment strategies and frameworks; (2) to partner with teachers to identify and implement assessment strategies and frameworks to evaluate key IBSE skills and competences in the classroom; and (3) to provide teacher education programmes in IBSE and promote a self-sustaining model to encourage teachers to share experiences and practice of inquiry approaches to teaching, learning and assessment - by supporting a community of practice. This paper discusses the third objective, specifically development of the SAILS Teacher Education Programme. This programme aims to develop teachers’ confidence and competence in inquiry approaches and in their assessment of inquiry skills within their classrooms. Based on experience and research findings, core elements were identified that were considered necessary for the programme while additional elements identified that were useful if timing was available or that were required to adapt to local conditions. Despite variations across the 12 countries involved, similar issues were identified in teacher education programmes.
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| 5. |
- Jönsson, Anders, et al.
(författare)
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Teacher education in inquiry and assessment across Europe – the SAILS approach
- 2015
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The Strategies for Assessment of Inquiry-based Learning in Science (SAILS) project (2012-2015) aims to support teachers in adopting inquiry-based science education (IBSE) at second level (www.sails-project.eu). This project is focused on improving science classroom practice with students aged 12-18 years, in twelve European countries (Ireland, United Kingdom, Hungary, Belgium, Turkey, Portugal, Sweden, Germany, Denmark, Poland, Slovakia and Greece), by providing teachers with inquiry-based teaching and learning and assessment materials supplemented with teacher education programs. The SAILS project has three main objectives: (1) to enhance existing IBSE teaching and learning materials by incorporating inquiry assessment strategies and frameworks; (2) to partner with teachers to identify and implement assessment strategies and frameworks to evaluate key IBSE skills and competences in the classroom; and (3) to provide teacher education programmes in IBSE and promote a self-sustaining model to encourage teachers to share experiences and practice of inquiry approaches to teaching, learning and assessment - by supporting a community of practice. This paper discusses the third objective, specifically development of the SAILS Teacher Education Programme. This programme aims to develop teachers’ confidence and competence in inquiry approaches and in their assessment of inquiry skills within their classrooms. Based on experience and research findings, core elements were identified that were considered necessary for the programme while additional elements identified that were useful if timing was available or that were required to adapt to local conditions. Despite variations across the 12 countries involved, similar issues were identified in teacher education programmes.
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