Developing science and ICT pedagogical content knowledge: a model of continuing professional development

Abstract

The Partnership in Primary Science (PIPS) project promoted a view of continuing professional development (CPD) that encouraged agency and promoted the accommodation of appropriate knowledge bases. The project involved four Scottish education authorities, 10 schools (involving 16 teachers), one teacher education institution and numerous scientists. Through the development of communal practice the project encouraged primary school teachers to acquire skills in using information and communication technology (ICT) at the same time as refreshing their understandings of science concepts, and teaching and learning strategies over a period of 10 months. The evidence that has been collected to date suggests that the PIPS model of CPD has encouraged personal appropriation of the ICT tools for science teaching and influenced pedagogical content knowledge. Teachers have engaged in complex, intellectual and practical activity, and this activity has influenced their classroom practice. What has also emerged is that the agency and process is as significant as the content of professional development programmes.