Networks in support of science teacher education: building social capital to increase teacher learning
This paper published in 2011 presents a case for extending partnership models of science teacher development in the UK through establishing a more formal networks of schools, universities and science learning centres. It uses social capital theory to argue that teacher learning is not simply about cognitive development but that affective and social dimensions of learning are also vital. Paper also shares the findings of a recent study of an established science teacher education network centred on the University of Cambridge.
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