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Journal of Teacher Education
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Experienced Science Teachers' Learning in the Context of Educational Innovation

Ineke Henze

ILO-University of Amsterdam Graduate School of Teaching and Learning

Jan H. van Driel

ICLON-Leiden University Graduate School of Teaching

Nico Verloop

ICLON-Leiden University Graduate School of Teaching

In the context of educational innovation, it is important to investigate how in-service teachers learn and adapt their knowledge to changing professional circumstances. The authors investigated the informal learning of a small number of experienced science teachers in their first few years of teaching a new science syllabus in secondary education in the Netherlands. The storyline method was used to elicit the teachers' perceptions of their learning from experiences at work. The authors focused on three aspects of learning, namely, teachers' learning activities, courses of development, and changed competences. From the results, two qualitatively different ways of learning were identified. Type I represents a revolutionary course of development in a teacher's engagement in mainly individual activities in the working context. Type II symbolizes an evolutionary development in a teacher's participation in both individual and collaborative activities. Implications for professional development initiatives are discussed, as are suggestions for initial teacher education.

Key Words: experienced science teachers • educational innovation • informal learning • workplace learning • storyline method

Journal of Teacher Education, Vol. 60, No. 2, 184-199 (2009)
DOI: 10.1177/0022487108329275
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