Veteran Teacher Change in an In-School In-Service Professional Development

• In Event: Roundtable Session 5
  In Roundtable Session: Making Teacher Learning Visible

Abstract

Teacher professional development [PD] is key to advancing the goal of creating science classrooms where learners engage in scientific practices (National Research Council, 2012; OECD, 2007). There is a need for better understanding of teacher learning, and for practical professional development models (Capps & Crawford, 2013; Wilson, 2013). In this paper, we report on a case study of veteran teacher learning. The case is part of a broader study around developing and enacting an in school PD program. We focus on this case study in order to demonstrate the feasibility of change in practice among veteran teachers, and to identify features of PD that offer particular benefits for supporting change among veteran teachers.

Authors

• Samira Nasser, Ben-Gurion University of the Negev and Beit Berl Academic College

• Iris Tabak, Ben-Gurion University of the Negev