Nøgleord
lærerudvikling
Grundskole
QUEST
Citation/Eksport
Resumé
I artiklen præsenteres QUEST-projektet, et fireårigt professionelt udviklingsprojekt for naturfagslærerefra 43 skoler og fem kommuner. QUEST er designet med intentionen om at sætte viden franaturfagsdidaktisk forskning i spil, men i anerkendelse af lokale muligheder og behov og med basisi samarbejde i lokale fagteams og kommunale netværk. Derved opnås balance mellem top-down- ogbottom-up-processer. Projektet følges tæt forskningsmæssigt, og empirien anvendes løbende til kvalitetssikringaf aktiviteterne. I artiklen præsenteres struktur, målsætninger og progression, og dendidaktiske model for kursusaktiviteter eksemplificeres med aktiviteter fra det første kursusmodul.Udvalgte evalueringsdata fra det første kursusmodul analyseres med henblik på fremadrettet diskussionaf bæredygtige forandringsprocesser.In this article, the Teacher Professional Development (TPD) project QUEST is introduced. QUEST (Qualifyingin-service Education of Science Teachers) is a longitudinal project over four years. Participantsare science teachers from 43 schools from 5 Danish municipalities. The TPD project is designed toapply research based knowledge while acknowledging local needs and possibilities and stimulatingcollaboration in professional learning communities and municipal science networks: balancing topdownand bottom-up processes. The project is followed by research and the project activities followiterative cycles of design, enactment, analysis and redesign. The article introduces and discusses thedidactical model implemented for the TPD. Assessment data from the first module is presented andanalyzed with the purpose of discussing sustainability of future professional development activitiesin the project.Referencer
Andersen, N.O., Busch H., Horst S. & Troelsen, R. (2003). Fremtidens naturfaglige uddannelser: Naturfag for alle vision og oplæg til strategi. København: Undervisningsministeriet.
Andreasen, M., Damkjær, H.S. & Højgaard, T. (2011). MaTeam-projektet – om matematiklærerfagteam, matematiklærerkompetencer og didaktisk modellering. MONA, 2011(3), s. 26‑45.
Bandura, A. (1997). Self-efficacy – the exercise of control. New York: Freeman.
Barnes, D. (2008). Exploratory Talk for Learning. I: N. Mercer & S. Hodgkinson (red.), Exploring Talk in School (s. 1‑15). London: SAGE.
Borko, H. (2004). Professional Development and Teacher Learning: Mapping the Terrain. Educational Researcher, 33(8), s. 3‑15.
Darling-Hammond, L. (2005). Policy and Change: Getting Beyond Bureaucracy. I: A. Heargreaves (red.), Extending Educational Change (s. 362‑387). Netherlands: Springer.
Desimone, L.M. (2009). Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures. Educational Researcher (38), s. 181‑199.
Et fælles løft. (2008). Rapport fra arbejdsgruppen til forberedelse af en national strategi for natur, teknik og sundhed. København: Undervisningsministeriet.
Feinam-Nemser, S. (2001). From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching. Teachers College Record, 103(6), s. 1013‑1055.
Fremtidens Naturfag i Folkeskolen. (2006). Rapport fra udvalget til forberedelse af en handlingsplan for naturfagene i folkeskolen. København: Undervisningsministeriet.
Fullan, M. (2007). The New Meaning of Educational Change. Teachers College Press. New York. Hagelskjær, J. & Linderoth, U. (2010). IBSE – På opdagelse i biologien. Kaskelot, 183, s. 26‑29.
Hattie, J.A.C. (2009). Visible Learning – A Synthesis of over 800 Meta-Analyses Relating to Achievement. Oxon: Routledge.
Kelly, A.E. (2003). Research as Design. Educational Researcher, 32(1), s. 3‑4.
Lumpe, A., Czerniak, C., Hany, J. & Beltyukova, S. (2012). Beliefs about Teaching Science: The Relationship Between Elementary Teachers’ Participation in Professional Development and Student Achievement. International Journal of Science Education, 34(2), s. 153‑166.
Nielsen, B.L. (2012). Science Teachers’ Meaning-Making when Involved in a School Based Professional Development Project. Journal of Science Teacher Education, 23(6), s. 621‑649.
Mogensen, A. (2013). Kollegial faglig sparring. MONA, 2013(1), s. 7‑21.
Ostermeier, C., Prenzel, M. & Duit, R. (2010). Improving Science and Mathematics Instruction: The SINUS Project as an Example for Reform as Teacher Professional Development. International Journal of Science Education, 32(3), s. 303‑327.
Pontoppidan, B., Nielsen, K., Sillasen, M., Nielsen, B.L., Mogensen, A. (2012). En didaktik for QUEST. Center for Scienceuddannelse, AU. http://questprojekt.dk/projektet/principper/.
Richmond, G. & Manokore, V. (2011). Identifying Elements Critical for Functional and Sustainable Professional Learning Communities. Science Education, 95(3), s. 543‑570.
Rocard, M. (Chair), Csermely, P., Jorde, D., Lenzen, D., Walberg-Henriksson, H. & Hemmo, V. (2007). Science Education NOW: A Renewed Pedagogy for the Future of Europe. Brussels: European Commision Directorate-General for Research, Science, Economy and Society.
Scott, P. (2008). Talking as a Way to Understanding in Science Classrooms. I: N. Mercer & S. Hodgkinson (red.), Exploring Talk in School (s. 17‑36). London: SAGE.
Sillasen, M.K., Daugbjerg, P.S., Schmidt, J.R. & Valero, P. (2011). Kvaliteter ved reformer af naturfagsundervisning i Danmark – læreres ressourcer og roller i reformprocesser. MONA, 2011(1), s. 39‑56.
Sillasen, M.K. & Valero, P. (2012). Municipal Consultants’ Participation in Building Networks Top Support Science Teachers’ Work. Cultural Studies of Science Education, 4(7), DOI 10.1007/s11422‑012‑9478-z.
Sykes, G. (1996). Reform of and as Professional Development. Phi Delta Kappan, 77(7), s. 464‑467.
Van Driel, J.H., Beijaard, D. & Verloop, N. (2001). Professional Development and Reform in Science Education: The Role of Teachers’ Practical Knowledge. Journal of Research in Science Teaching, 38(2), s. 137‑158.
Vescio, V., Ross, D. & Adams, A. (2008). A Review of Research on the Impact of Professional Learning Communities on Teaching Practice and Student Learning. Teaching and Teacher Education, 24(1), s. 80‑91.
Østergaard, L.D., Sillasen, M., Hagelskjær, J. & Bavnhøj, H. (2010). Inquiry-based science education – har naturfagsundervisningen i Danmark brug for det? MONA 2010(4), s. 25‑43. www.fibonacci-project.eu, lokaliseret 22. januar 2013.
Fisk som undersøgelseslandskab. (2012). YouTube-klip. Lokaliseret på http://youtu.be/wNrDBFBX8Rs, 22. januar 2013.
Vi laver kunstig fisk. (2012). YouTube-video. Lokaliseret på http://youtu.be/dEkiOrv3LK0, 22. januar 2013.
Dette værk er under følgende licens Creative Commons Navngivelse –Ikke-kommerciel (by-nc).
Copyright (c) 2016 MONA - Matematik- og Naturfagsdidaktik