Enrolling science teachers in continual professional development

Research output: Contribution to journalJournal articleResearchpeer-review


The theoretical paper presents a model of how science teachers working in small groups can use video to diagnose the challenges that students face when learning science content, and how they can then design and refine appropriate teaching interventions. The analysis and discussion suggest that the proposed professional development program, based around group learning, should be formatively assessed, researched and refined over time following the principles of Design Based Research, likewise the teachers’ classroom interventions.

Translated title of the contributionInddragelse af naturfagslærere i løbende professionel udvikling
Original languageEnglish
Book seriesIND-KU skriftserie
Issue number18
Pages (from-to)83-92
Number of pages10
Publication statusPublished - 2010


  • natural science

Cite this