Curriculum, Instruction, and Special Education
This model for an inservice program describes why teachers change the nature of their students' experiences in science. In the evaluation study with 7th grade Life Science teachers in Southeast, evidence showed that as teachers' knowledge in specific topics in biology was enhanced, their classroom use of this knowledge also changed. As their knowledge of science and alternative teaching practices was expanded, their attitudes toward teaching showed that they were more aware that there was more to learn but were also more confident that they could acquire the new knowledge they needed. In their classroom, their concerns for students showed significant shifts toward involving students more in their learning rather than being most concerned about managing or controlling them. This was especially true if there was an institutional willingness for them to use different teaching strategies. Thus based on this evaluation study, teachers are more likely to change if the changes are consistent with the external demands of their schooling context; and their internal belief systems.
Butts, D. P.,
(1993). An Inservice Model to Impact Life-Science Classroom Practice: Part Two. Education, 113(3), 411-&.
Available at: https://aquila.usm.edu/fac_pubs/6484