Envisaging Ownership Benefits of Involving Teachers from an In-service Teacher Training Program in the PARSEL Project
The Danish PARSEL team included 5 teachers from the region of Southern Denmark, of whom two enjoyed special status. These two teachers have been trained to develop, implement, and evaluate interventional modules similar to those of PARSEL, through a one year full-time equivalent master’s degree program in science and mathematics education. This program took its lead from the model of educational reconstruction and this engaged the participating teachers in having an intimate contact with researchers in implementation and evaluation processes very similar to the trying out phase of the PARSEL project. This paper presents the teachers’ background in the form of the masters degree program; it presents the teachers comments on the PARSEL project and the individual modules; and it moves to discuss and envisage special outcomes regarding ownership of PARSEL modules for intimate partnerships between teachers and researchers.
Science Education International, 2008, Vol 19, Issue 3, p. 315-324
Educational reconstruction; Teacher-researcher collaboration; Professional development