Secondary science teachers' metaphors: A case study, Part 2

dc.creatorHerbert, Susan M.
dc.date.accessioned2010-04-12T21:10:07Z
dc.date.accessioned2019-08-05T18:06:26Z
dc.date.available2010-04-12T21:10:07Z
dc.date.available2019-08-05T18:06:26Z
dc.date.created2010-04-12T21:10:07Z
dc.date.issued2009
dc.identifierHerbert, S. M. (2009). Secondary science teachers' metaphors: A case study, Part 2. Caribbean Curriculum, 16(2), 33-55
dc.identifier1017-5636
dc.identifierhttp://hdl.handle.net/2139/6549
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3013684
dc.description.abstractPart 2 of this paper reports on a group of five science teachers' metaphors, their responses to the concepts presented on the Diploma in Education (Dip.Ed.) programme, and the changes in their selected metaphors at the end of the programme. The analysis reveals that all the teachers' metaphors accommodated the contemporary ideas, such as student-centredness, lesson planning, and the reflective habit, to which they were exposed. There were no changes in the teachers' selection of metaphor at the end of the programme
dc.languageen
dc.publisherSchool of Education, UWI, St. Augustine
dc.subjectSecondary school teachers
dc.subjectScience teachers
dc.subjectTeacher attitudes
dc.subjectTeaching
dc.subjectMetaphors
dc.subjectCase studies
dc.subjectDiploma in Education Programme
dc.subjectSchool of Education, UWI, St. Augustine
dc.subjectTrinidad and Tobago
dc.titleSecondary science teachers' metaphors: A case study, Part 2
dc.typeArticle


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