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No empirical
evidence
Empirical evidence
about
relations
between
intended
outcomes
and
designed
activities
Adapted
instructional
learning theory
of Galperin
A framework for professional development programmes
Principle
Defining an orienting basis
for Teaching and Designing
&
Describing an orienting chart
for Teaching and Designing
Principle
Principle
Fig. 1 Outline of the research programme. This paper focuses on the learning theory and the synthesis of goals, strategies and learning theory into a
framework for professional development.
innovation.
Knowledge and actions are not separated from each other.
Acquiring knowledge about, for example, context-based
chemistry is closely connected to performing actions like
teaching a context-based teaching unit. Looking at the four
strategies for professional development we selected (see
Figure 1) we consider the intended professional development
to be closer to the social cultural perspective, than it is to the
cognitive perspective, and the participatory perspective.
Therefore, in answering the first research question, we
conclude that the social cultural perspective, and more
specifically, the adapted theory of Galperin provide a proper
theoretical description and explicit guidelines for the
professional development process we intend to design and
evaluate. Galperins theory was successfully used by Edwards
(1995) to design a framework for pre-service teachers training
partnerships between schools and universities, and by Terlouw
(2001) to design a school-wide in-service programme for
professional development of teachers about the use of
information technology in teaching and learning. The threephase theory alone does not provide sufficient guidelines for
designing and evaluating a professional development process.
However, when combined with the goals, strategies and
events for professional development (see Fig. 1), and with
practical and theoretical notions on teacher knowledge, beliefs
and concerns (see the previous sections), the theory will
provide us with a concise description of the professional
development process we want.
Acknowledgement
The authors wish to express their gratitude to Dr. J. P. Haenen
for his comments on and suggestions to a previous version of
this paper.
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