Loose Connections: The Context of Science Teachers' Work.

N

31

Career Development; Case Studies; Collegiality; Faculty Development; Foreign Countries; Inservice Teacher Education; National Norms; National Surveys; Professional Recognition; School Policy; Science Teachers; Secondary Education; Self Efficacy; Teacher Attitudes; Teacher Evaluation; Teaching (Occupation); Work Environment

This paper reports on an interview study conducted with 80 science teachers in 12 secondary schools across Australia. The study was one component of the Science Education Professional Development Project, charged with developing a national strategy for enhancing the professional development of science teachers. Initial interviews were conducted with 30 science teachers in 6 schools. Teachers were asked to talk about attitudes towards their work and to address the impact of policy. A second wave of interviews in seven more schools focused on developing and testing the significance of issues and themes which emerged during the first wave. Subsequent to the presentation and interpretation of a single case study, it was argued that many science teachers have a weak professional identity and feel "loosely connected" with: science and scientists; a professional knowledge base; professional development; collegiality; a sense of efficacy; professional identity and professional norms; recognition; status and evaluation; and professional standards. Implications for a professional development strategy based on these loose connections include strengthening both the professional community of science teaching and the relationship between professional development and career development. (Contains 29 references.) (LL)

1993

ED352364