01 SES 03 D, Aspects of teacher growth
Increasingly rapid changes in society (e.g. Lombardi, 2007; EU, 2007) create new demands on citizen competences. One of the responses to the new demands is the introduction of the concept Entrepreneurial Learning, as per its broad interpretation, at all school levels (Leffler, 2009; Sagar, 2013). The new demands on competences are reflected in new and reformed curricula, as in the curriculum for Compulsory school, Lgr11, in Sweden (National Agency for Education, 2011). For curriculum changes to come true it is advised, based on education research, that teachers’ are given opportunity to engage actively in professional development (e.g. Amaral & Garrison, 2007; Anderson, 2007).
The opportunity for teacher professional development provided for the respondent teachers in this study is a Continuing Professional Development, CPD, course in Entrepreneruial Learning. The purpose of the course is to inspire and support science and technology teachers to create entrepreneurial learning environments, as per the broad interpretation of the concept, for their students.
The theoretical framework, used for analysis of the results as well as guidance in the selection of respondents, includes the Interconnected Model for teacher professional growth, presented by Clarke and Hollingsworth (2002) as well as Opfer and Pedder's (2011) Complex Conceptualization of Teacher Professional Learning.
The aim of the study is to find critical factors which may emerge from the teachers’ stories on the outcome from the CPD in entrepreneurial learning. Consecutively, the aim is to describe different paths of teacher growth; i.e. individual teacher's growth, in relation to these factors and in relation to introducing an entrepreneurial learning teaching practice.
The research questions are:
- What critical factors emerge from the teachers’ stories after the CPD in entrepreneurial learning?
- What paths of growth do the individual teachers illustrate?
Amaral, O.M., & Garrison, L. (2007). Missing the Forest for the Trees. Journal of Science Education and Technology, (16)2, 155–169. Anderson, R. D. (2007). Inquiry as an Organizing Theme for Science Curricula. In Abell, S.K & Lederman N.G (Eds.), Handbook of Research in Science Education. New Jersey: Lawrence Erlbaum Ass. Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, (18), 947-967. EU. (2007). Science Education Now: A renewed Pedagogy for the Future of Europe. Belgium. ISBN – 978-92-79-05659-8 Goodson, I. F. (1991). Sponsoring the Teacher’s Voice: Teachers’ Lives and Teacher Development. Cambridge Journal of Education, (21)1, 35-46. Leffler, E. (2009). The Many Faces of Entrepreneurship: a discursive battle for the school arena. European Educational Research Journal, (8)1. http://dx.doi.org/10.2304/eerj.2009.8.1.104 Lombardi, M. M. (2007). Authentic Learning for the 21st Century: An Overview. Educase Learning Initiative. ELI Paper 1:2007. National Agency for Education. (2011). Curriculum for the compulsory school system, the preschool class and the leisure-time centre, Lgr11. Västerås: Edita. Opfer, V. D., & Pedder, D. (2011). Conceptualizing Teacher Professional Learning. Review of Educational Research, (81)3, 376-407. DOI: 10.3102/0034654311413609 Polkinghorne, D. E., (1995). Narrative configuration in qualitative analysis. In J. A. Hatch, & R. Wisniewski (Eds). Life history and narrative (pp. 5-23). London: Falmer Press. Sagar, H. (2103). Teacher Change in Relation to Professional Development in Entrepreneurial Learning. Doctoral Thesis, University of Gothenburg.
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