A review on Science Teachers’ professional development by the lens of Cultural Historical Activity theory
Paper in a Symposium (Symp)
2:50 PM, Thursday 31 Aug 2017 (20 minutes)
Convention Center - 205 B
An effort to help support teaching and learning, new modes of representation and methods of teachers’ knowledge and expertise of research must be explored. In recent years, there have been calls to use cultural-historical activity theory because it affords a concrete theoretical and analytical framework that foregrounds collective activity as both the site for and evidence of learning. Moreover, in recent years, CHAT has been employed in studies of many educational domains. However, CHAT-based research on science teachers, teaching, and teacher learning is limited. In order to contribute to the limited but growing body of CHAT-based education research in the field of science teachers professional development we present a review of CHATbased studies’ on science teachers, which is a part of a thesis research that investigates environmental education as a professional development tool concerning science teachers. The international literature on Science education highlights the need for teachers’ professional development as a prerequisite for students’ learning performance improvement in Science at school. Science teachers' development lies at the heart of nearly every educational effort to improve student achievement. Yet, paradoxically, educators’ development is a very maligned enterprise. Science teachers who have declarative knowledge must learn how to turn it into appropriate educational activities for the classroom. Their initiation in environmental methods and practices, through their active participation in environmental programs, can enhance their professional development because Environmental Education put great emphasis on the development of deeper educational and learning processes, and autonomous thinking about environmental issues.