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      Enhancing primary science teaching: Interconnections of content, policy and practice in a New Zealand professional learning and development programme

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            Abstract

            This paper reports on an ongoing professional learning and development (PLD) initiative in New Zealand. The Academy is designed to provide primary and intermediate classroom teachers with the knowledge, materials and support needed for effective delivery of The New Zealand Curriculum 's science subject area. Specifically, this paper reports on the Academy's interconnections of government policy, professional learning and development, teachers' practice and students' learning. Results indicate how relevant, useful and meaningful education through science has influenced classroom teachers' practice. The implications support the critical importance of effective connections between content, policy and practice in the ongoing development of teaching practice.

            Content

            Author and article information

            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            27 March 2018
            : 16
            : 1
            : 152-164
            Article
            1474-8460(20180327)16:1L.152;1- s13.phd /ioep/clre/2018/00000016/00000001/art00013
            10.18546/LRE.16.1.13
            b609c84f-e71c-4aa9-9758-9b237207e16e
            Copyright @ 2018
            History
            Categories
            Articles - General

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            PRIMARY TEACHERS,SCIENCE EDUCATION,PRIMARY EDUCATION,PROFESSIONAL LEARNING AND DEVELOPMENT

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