What’s in it for me?: How does a professional development programme meet science teachers’ career expectations?

Peer Daugbjerg; Martin Krabbe Sillasen

What’s in it for me? How does a professional development programme meet science teachers’ career expectations?

Research output: Chapter in Book/Report/Conference proceeding › Contribution to book/anthology › Research › peer-review

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.

Original language	English
Title of host publication	Cultural, Social and Political perspectives in science education : a nordic view
Editors	Martin Krabbe Sillasen, Kathrin Otrel-Cass, Auli Arvola Orlander
Place of Publication	Cham
Publisher	Springer
Publication date	2018
Pages	93-111
Chapter	9
ISBN (Print)	978-3-319-61190-7
Publication status	Published - 2018

Series	Cultural Studies in Science Education
Volume	15

Keywords

education, professions and jobs

Cite this

Daugbjerg, Peer ; Sillasen, Martin Krabbe. / What’s in it for me? How does a professional development programme meet science teachers’ career expectations?. Cultural, Social and Political perspectives in science education: a nordic view. editor / Martin Krabbe Sillasen ; Kathrin Otrel-Cass ; Auli Arvola Orlander. Cham : Springer, 2018. pp. 93-111 (Cultural Studies in Science Education, Vol. 15).

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What’s in it for me? How does a professional development programme meet science teachers’ career expectations? / Daugbjerg, Peer ; Sillasen, Martin Krabbe.
Cultural, Social and Political perspectives in science education: a nordic view. ed. / Martin Krabbe Sillasen; Kathrin Otrel-Cass; Auli Arvola Orlander. Cham: Springer, 2018. p. 93-111 (Cultural Studies in Science Education, Vol. 15).

Research output: Chapter in Book/Report/Conference proceeding › Contribution to book/anthology › Research › peer-review

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AU - Sillasen, Martin Krabbe

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N2 - 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.

AB - 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.

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T3 - Cultural Studies in Science Education

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BT - Cultural, Social and Political perspectives in science education

A2 - Sillasen, Martin Krabbe

A2 - Otrel-Cass, Kathrin

A2 - Orlander, Auli Arvola

PB - Springer

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What’s in it for me? How does a professional development programme meet science teachers’ career expectations?

Abstract

Keywords

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