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Two projects described in this paper illustrate what a successful teacher education model can look like, what its aims were, what happened in terms of teacher professional development, and what pupils accomplished as a result. The paper also describes policies, organisational features, resources, and relationships that informed the projects. In effect, both projects involved a community of teachers, educators and scientists working to develop resource materials involving various technologies for classroom use. Data was collected through teacher surveys, online dialogue, interviews, pupil work, teacher ‘show and tell’ and limited classroom observation. The data suggests that pedagogic change warrants the presence (in some fraction) of the six elements of relevance, recognition, reflection, resource, risk and readiness. The extent to which these factors were present influenced the pace of pedagogic change. The extent to which teachers made judgements about these facets determined the scope of the pedagogic change.

RC2006_RodriguesSlides.pdf (91 kB)