Abstract
The relation between teachers’ foreground and the intentions of professional development programs (PDP) has been investigated in a Danish case, where a balance between top-down and bottom-up processes intended to integrate local and individual perspectives of the participating teachers in the overall program. We combine data regarding the teachers’ participation in collaborative elements in the PDP and the teachers’ individual reflections on their relation to these elements in their personal career foregrounds. Four different career foregrounds were found:
– Increasingly convergent entangling foreground.
– Mutually enriching but distinctly parallel personal and systemic foreground.
– Open-ended foreground, that keeps different career options open.
– Challenged foreground that limits meeting the objectives of the PDP and makes the participant wanting to change teaching tasks.
– Increasingly convergent entangling foreground.
– Mutually enriching but distinctly parallel personal and systemic foreground.
– Open-ended foreground, that keeps different career options open.
– Challenged foreground that limits meeting the objectives of the PDP and makes the participant wanting to change teaching tasks.
Originalsprog | Engelsk |
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Titel | Cultural, Social and Political perspectives in science education : a nordic view |
Redaktører | Martin Krabbe Sillasen, Kathrin Otrel-Cass, Auli Arvola Orlander |
Udgivelsessted | Cham |
Forlag | Springer |
Publikationsdato | 2018 |
Sider | 93-111 |
Kapitel | 9 |
ISBN (Trykt) | 978-3-319-61190-7 |
Status | Udgivet - 2018 |
Navn | Cultural Studies in Science Education |
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Vol/bind | 15 |
Emneord
- Uddannelse, professioner og erhverv