Abstract
The author was tasked with providing professional development training of science teachers in an Indian private school in response to a change in the state syllabus and the familiarity of the school’s chairperson with inquiry in American schools. The teachers were hesitant because the chairperson demanded immediate change with no fluctuation of test scores. Students’ performance on standardized tests is a major factor in the teachers’ promotion and continued employment. Issues relating to trust, power dynamics, and curriculum revision are addressed in this qualitative (participant observation) study.
Presenters
David ClineProfessor, College of Education, Saginaw Valley State University, Michigan, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Science education, Inquiry, Interpretive Research
