<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ana Valdmann</style></author><author><style face="normal" font="default" size="100%">Jack Holbrook</style></author><author><style face="normal" font="default" size="100%">Miia Rannikmäe</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEFINING TEACHER OWNERSHIP: A SCIENCE EDUCATION CASE STUDY TO DETERMINE CATEGORIES OF TEACHER OWNERSHIP</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">phenomenographic analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">self-efficacy</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher ownership</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher ownership categories</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/987-1597214707.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study seeks to put forward a justified definition for the concept of Teacher Ownership, and establishes levels of science teacher ownership, based on a hierarchy of categories, using phenomenographic analysis. Such ownership is based on a meaningful science teacher internalisation of a motivational context-based teacher approach, established via a prior CPD programme. In so doing, the study distinguishes between teachers’ self-efficacy levels attained at the end of the CPD and teacher ownership indicating the capability of propagating the desired teaching to students and other teachers. The phenomenographic analysis, based on semi-structured interviews, is carried out with 10 science teachers, 3 academic years after the administered CPD programme. From an analysis of perceptions, 3 distinct categories of sustainable science teacher ownership, based on 5 distinct teaching dimensions, reflect variations in orientation of teacher ownership. The main conclusions are that sustainable teacher ownership differs from terms such as a sense of ownership, towards ownership and self–efficacy and that, in this study, teacher ownership can be described as being exhibited by the science teachers in paradigmatic, experiential and emotional ownership categories. </style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">659-674</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ana Valdmann</style></author><author><style face="normal" font="default" size="100%">Jack Holbrook</style></author><author><style face="normal" font="default" size="100%">Miia Rannikmae</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DETERMINING THE EFFECTIVENESS OF A DESIGN–BASED, CONTINUOUS PROFESSIONAL DEVELOPMENT PROGRAMME FOR SCIENCE TEACHERS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">competence-based</style></keyword><keyword><style  face="normal" font="default" size="100%">continuous professional development</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher reflection skills</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2017</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1503905275.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">16</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This research examined the effectiveness of a design-based, continuous professional development (CPD) programme intended to promote teachers’ self-confidence and teaching reflection skills. The CPD was associated with teacher implementation of theoretically devised, motivational, context-based, inquiry teaching modules, based on a justified 3-stage teaching model. The CPD programme was devised from prior identification of teacher needs, using a validated teacher questionnaire (TNQ) covering subject and pedagogical content knowledge, as well as other literature-identified, desirable teaching attributes. The effectiveness of the CPD provision was determined through two approaches - by re-administering the TNQ at the end of the programme and identifying significant self-confidence gains through application of the K-means clustering technique, and was also by the range of teacher reflections in, on and for action, provided by teachers after using modules in their teaching. Each teacher’s reflections were qualitatively grouped, based on comments made during a semi-structured interview about the teaching, opinions on students’ learning and attitudinal outcomes. Findings suggested a strong correlation between teaching confidence gained from the CPD programme and the range of identified types of reflective skills mentioned during the interview, which provided the depth of feedback related to classroom teaching in implementing the modules. </style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">576-591</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ana Valdmann</style></author><author><style face="normal" font="default" size="100%">Miia Rannikmae</style></author><author><style face="normal" font="default" size="100%">Jack Holbrook</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DETERMINING THE EFFECTIVENESS OF A CPD PROGRAMME FOR ENHANCING SCIENCE TEACHERS’ SELF-EFFICACY TOWARDS MOTIVATIONAL CONTEXT-BASED TEACHING</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">3-stage education through science (EtS) model</style></keyword><keyword><style  face="normal" font="default" size="100%">constructivist socio-cultural professional development model (CSPM)</style></keyword><keyword><style  face="normal" font="default" size="100%">self-efficacy</style></keyword><keyword><style  face="normal" font="default" size="100%">Teacher Needs Questionnaire (TNQ)</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1482422247.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">15</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The aim of this research is to determine the effectiveness of an enacted professional development (CPD) programme to promote teacher’s self-efficacy with respect to implementing motivational, context-based science teaching, following an education through science (EtS), three-stage model approach. The CPD is designed, based on a constructivist, socio-cultural professional development model (CSPM) to meet professional needs of each teacher within a predetermined teaching-learning approach and enacted through suitable instructional methods linked to teacher as learner, teacher as teacher and teacher as reflective practitioner. The effectiveness of the CPD is identified by means of a carefully constructed and validated Teacher Needs Questionnaire (TNQ), plus follow-up teacher interviews. Findings suggest the outcomes of the CPD, both from pre-post use of the TNQ and the undertaking of interventions, using teaching-learning modules based on the CPD, are effective in raising teacher’s self-efficacy with respect to new interdisciplinary content knowledge, teaching approaches and classroom implementation, seen as being in line with curriculum expectations. </style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">284-297</style></section></record></records></xml>