Between Teaching and Researching: Envisaging Ownership Benefits of Involving Teachers from an In-Service Teacher Training Program in the PARSEL ProjectReport as inadecuate




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Science Education International, v19 n3 p313-322 Sep 2008

The Danish PARSEL team included 5 teachers from the region of Southern Denmark, of whom two enjoyed special status. These two teachers have been trained to develop, implement, and evaluate interventional modules similar to those of PARSEL, through a one year full-time equivalent master's degree program in science and mathematics education. This program took its lead from the model of educational reconstruction, and this engaged the participating teachers in having an intimate contact with researchers in implementation and evaluation processes very similar to the trying out phase of the PARSEL project. This paper presents the teachers' background in the form of the master's degree program; it presents the teachers' comments on the PARSEL project and the individual modules; and it moves to discuss and envisage special outcomes regarding ownership of PARSEL modules for intimate partnerships between teachers and researchers. (Contains 2 figures and 1 footnote.)

Descriptors: Mathematics Education, Ownership, Masters Programs, Foreign Countries, Science Education, Inservice Teacher Education, Learning Modules, Science Course Improvement Projects, Partnerships in Education, Teacher Collaboration, Teacher Background, Formative Evaluation, Program Effectiveness, Program Descriptions

International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net





Author: Michelsen, Claus; Nielsen, Jan Alexis

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5593&id=EJ890641







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