The Role of Teaching and Learning in Systemic Reform: A Focus on Professional Development.

The purpose of this study was to discern high school teachers’ perceptions of, and commitment to, the contemporary goals of science education. Findings suggested that a minority of teachers hold past goal orientations as strongly as the majority who hold contemporary views, and resist the introduction of moral and ethical issues, integration among subjects and heterogeneous grouping practices. Resultsalso revealedashift insecondary science teachers embracing more contemporary orientations. Finally, analyses indicated that professional development factors, familiarity with science education journals, and years of teaching science were predictive of contemporary goal orientations. Implications related to reform issues and research are discussed.

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