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- W4320160652 abstract "This chapter focuses on the author's experience of an in-service course which the author have been running for ten years. In 1979, little science was taught in primary schools and only a small proportion of it bore much relationship to the image of primary science which had been advocated by three major curriculum development projects over the previous fifteen years, notably Science 5-13. The course tasks encouraged teachers to observe their pupils during learning activities, to monitor their own teaching and to present accounts of both to each other at regular intervals. The Classroom Based Study as it was called, was the subject of a written report which was a major, assessed course assignment. Professional development is not merely the accolade reserved for teachers whose in-service course achievements most closely match those of the prespecified course objectives of award-bearing courses, it is the entitlement of all teachers that in-service work should enhance their ability to improve themselves as teachers." @default.
- W4320160652 created "2023-02-13" @default.
- W4320160652 creator A5021718055 @default.
- W4320160652 date "2021-06-23" @default.
- W4320160652 modified "2023-09-27" @default.
- W4320160652 title "The Development of Primary School Teachers' Thinking about the Teaching and Learning of Science" @default.
- W4320160652 doi "https://doi.org/10.4324/9780203125526-76" @default.
- W4320160652 hasPublicationYear "2021" @default.
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