INSET Provision for Science 1: a problematic attainment target

ABSTRACT

This paper reports on some of the findings of a research project, ‘Realising Policy in Scl’, carried out at the University of Leeds. It seeks to examine the INSET provision available to science teachers as they aimed to introduce attainment target 1 (scientific investigation) of the science national curriculum in England and Wales. The particular attainment target presented formidable problems for both teachers and INSET providers. Both had limited expertise in scientific investigations as described in the statutory orders. In many instances, teachers viewed trainers as figures of authority able to resolve problems associated with implementing the attainment target, displaying a lack of confidence in their own professional situation. The appropriateness of such ‘functional models’ of INSET are considered against more collaborative forms of INSET as a means to assist the professional development of teachers.