An Analysis of Teaching Competence in Science Teachers Involved in the Design of Context-based Curriculum Materials |
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| Authors: | Lesley G A de Putter-Smits Ruurd Taconis Wim Jochems Jan Van Driel |
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| Institution: | 1. Eindhoven School of Education , Eindhoven University of Technology , Postbus 513, Traverse 3.19, Eindhoven , 5600 , MB , The Netherlands lsmits@tue.nl;3. Eindhoven School of Education , Eindhoven University , Den Dolech 2, Eindhoven , 5600 , MB , The Netherlands;4. Eindhoven School of Education , Eindhoven University of Technology , PO Box 5600, Eindhoven , 5600 , MB , The Netherlands;5. ICLON Graduate school of teaching , Leiden University , PO Box 9555, Leiden , NL-2300 , RB , The Netherlands |
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| Abstract: | The committees for the current Dutch context-based innovation in secondary science education employed teachers to design context-based curriculum materials. A study on the learning of science teachers in design teams for context-based curriculum materials is presented in this paper. In a correlation study, teachers with (n?=?25 and 840 students) and without (n?=?8 and 184 students) context-based curriculum material design experience were compared on context-based competence. Context-based competence comprises context handling, regulation, emphasis, design, and school innovation. Context-based teaching competence was mapped using both qualitative and quantitative research methods in a composite instrument. Due to the differences in design team set-up for different science subjects, teachers with design experience from different science subjects were also compared on their context-based competence. It was found that teachers with design experience showed more context-based competence than their non-designing colleagues. Furthermore, teachers designing for biology showed more context-based competence than their peers from other science subjects. |
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| Keywords: | Context-based learning Quantitative research Teacher development |
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