Development of an Inservice Implementation Proneness Typology for Science Teachers.
The article presents a study which aims to design an inservice implementation proneness typology (IPT) program for science teachers. These type of programs are emerging as a popular mode of professional development for teachers who aim to bring change and implement new ideas in their science classes...
| Publicado en: | Science Education Vol. 67; no. 2; pp. 143 - 151 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
Apr1983
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=20977388&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 20977388 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00368326 SED jtl: Science Education issn: 00368326 maglogo: Y pubinfo: dt: Apr1983 vid: 67 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 20977388 10.1002/sce.3730670202 ppf: 143 ppct: 8 formats: tig: atl: Development of an Inservice Implementation Proneness Typology for Science Teachers. aug: au: Enochs, Larry G. Harty, Harold affil: School of Professional Education, University of Houston, Clear Lake City, Houston, Texas 77058 School of Education, Indiana University, Bloomington, Indiana 47405 su: Science teachers In-service training of teachers Science education Research methodology Teaching Teaching methods Science students Locus of control Career development sug: subj: Science teachers In-service training of teachers Science education Research methodology Teaching Teaching methods Science students Locus of control Career development ab: The article presents a study which aims to design an inservice implementation proneness typology (IPT) program for science teachers. These type of programs are emerging as a popular mode of professional development for teachers who aim to bring change and implement new ideas in their science classes. IPT is a set of situational probes focusing on areas using the proneness dimensions such as assertiveness, surgency, conscientiousness, venturesomeness, imaginativeness, shrewdness, experimentiveness, self-sufficiency, humanistic classroom control ideology, and internal locus of control. Teachers were given an interview situation and the degree to which the dimensions have been present in teaching settings were examined and rated quantitatively. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1983 holdings: @attributes: islocal: N |
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