The aim of this study is to develop more understanding about strategies to support teachers' professional development in curriculum innovations, in which pedagogy and content change simultaneously compared to the conventional curriculum. A pre‐existing framework, including strategies for professional development, was adapted, implemented, and evaluated from the perspective of teachers' sense‐making in teaching context‐based science curricula. This framework guides the design of activities that support teachers' development in three new aspects of teaching context‐based science units: setting a context in class, performing a new teaching role, and teaching new content. In a case study, six teachers in secondary education participated in a professional development program based on the adapted framework. A qualitative inner‐case analysis was conducted to describe teachers' sense‐making during the program, in terms of the categories “assimilation,” “accommodation,” “toleration,” and “distantiation.” Results showed that teachers participating in the professional development program successfully assimilated and accommodated all three aspects; however, the process of teachers' sense‐making of the new content followed a different path compared to the processes of the other aspects. The relation between these results and the adapted framework are discussed to retrieve strategies for planning professional development programs to support teachers in curriculum innovations.

中文翻译：

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在基于情境的科学课程中支持教师专业发展方面的策略

这项研究的目的是对课程创新中支持教师专业发展的策略有更多的了解，与传统课程相比，教学法和内容同时发生变化。在教师基于情境的科学课程教学中，从教师的感性角度出发，对包括教师职业发展战略在内的现有框架进行了调整，实施和评估。该框架指导了在基于情境的科学单元教学的三个新方面支持教师发展的活动的设计：在课堂中设置情境，扮演新的教学角色以及讲授新内容。在一个案例研究中，六名中学教育教师参加了基于改编框架的职业发展计划。在“同化”，“适应”，“宽容”和“与众不同”的类别中，进行了定性的内部案例分析，以描述教师在计划过程中的感觉。结果表明，参加专业发展计划的教师成功地吸收了并适应了这三个方面。然而，与其他方面的过程相比，教师对新内容的理解过程却走了一条不同的道路。讨论了这些结果与调整后的框架之间的关系，以检索用于规划专业发展计划的策略，以支持教师进行课程创新。结果表明，参加专业发展计划的教师成功地吸收了并适应了这三个方面；然而，与其他方面的过程相比，教师对新内容的理解过程却走了一条不同的道路。讨论了这些结果与调整后的框架之间的关系，以检索用于规划专业发展计划的策略，以支持教师进行课程创新。结果表明，参加专业发展计划的教师成功地吸收了并适应了这三个方面；然而，与其他方面的过程相比，教师对新内容的理解过程却走了一条不同的道路。讨论了这些结果与调整后的框架之间的关系，以检索用于规划专业发展计划的策略，以支持教师进行课程创新。