Strand 14 of ESERA addresses an internationally increasingly recognized complex field of science education research: in-service teacher education and continued professional development of science teachers. It is obvious that the value and success of any educational system strongly corresponds with the quality of its teachers’ competences and practices. In this sense, it is not surprising that the strand on in-service science teacher education is always one of the most active strands of ESERA. Compared to the last ESERA conference proceedings, the number of papers presented in this strand was growing from 10 to 32 pieces.

Manuela Welzel-Breuer, Claudio Fazio (2020). Introduction to Strand 14. In M. Andrée, L. Avraamidou, J. Bruun, G. Carvalho, F. Corni, A. De Ambrosis, et al. (a cura di), Electronic Proceedings of the ESERA 2019 Conference. The beauty and pleasure of understanding: engaging with contemporary challenges through science education (pp. 1549-1550). Bologna : ALMA MATER STUDIORUM – University of Bologna.

Introduction to Strand 14

Claudio Fazio
2020

Abstract

Strand 14 of ESERA addresses an internationally increasingly recognized complex field of science education research: in-service teacher education and continued professional development of science teachers. It is obvious that the value and success of any educational system strongly corresponds with the quality of its teachers’ competences and practices. In this sense, it is not surprising that the strand on in-service science teacher education is always one of the most active strands of ESERA. Compared to the last ESERA conference proceedings, the number of papers presented in this strand was growing from 10 to 32 pieces.
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Manuela Welzel-Breuer, Claudio Fazio (2020). Introduction to Strand 14. In M. Andrée, L. Avraamidou, J. Bruun, G. Carvalho, F. Corni, A. De Ambrosis, et al. (a cura di), Electronic Proceedings of the ESERA 2019 Conference. The beauty and pleasure of understanding: engaging with contemporary challenges through science education (pp. 1549-1550). Bologna : ALMA MATER STUDIORUM – University of Bologna.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/10447/479027
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