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The results of the study indicate that the teachers’ knowledge (development) was not directly related to their disciplinary backgrounds: both groups of teachers mentioned above were heterogeneous. The first group (T1, T2, T7, T8) consisted of one former teacher of physics, two former teachers of chemistry, and one teacher of biology. The other group of teachers (T3, T5, T6, T9) consisted of two former teachers of biology, one teacher of chemistry, and one teacher of physics. Teachers’ knowledge development seemed to be more related to their school context: teachers who were teaching at the same school appeared to have (developed) similar teacher knowledge. A possible explanation is that teachers shared ideas, materials, etcetera (see Study 3) while learning. They probably shared things, firstly, with their colleagues at school. Another explanation can be found in the influence of the pedagogical or organizational school context on the teachers’ knowledge development. (A lack of) relevant subject matter knowledge does seem to be related to the teachers’ knowledge and competence development (see Studies 2, 3, and 4) but, since the content of Public Understanding of Science is different (e.g., more integrated and more context bound) from the contents of the disciplines of physics, chemistry, and biology, teachers’ general knowledge of the subject matter of PUSc. is obviously not directly related to their disciplinary backgrounds.

The results of the study also indicate that the teachers’ knowledge (development) was not directly related to years of teaching experience in their original disciplines (i.e., 9 to 26 years of experience, at the start of the study). We did not find any evidence for the occurrence of the phenomenon known as ‘knowledge concentration’: people gradually ‘feel more at home’ in an area that becomes smaller over the course of their careers (Bereiter & Scardamalia, 1993), as a consequence of which it should become more and more difficult for an experienced teacher to move into an area of experience he is not familiar with. We did not find, for example, that Group I consisted of the teachers with the most teaching experience.

We argue that the teachers’ knowledge development in the context of the educational innovation was influenced by their initial knowledge and beliefs (pedagogical perspectives, ideas about the new syllabus, and (lack of) relevant subject matter knowledge), and personal factors such as predominant learning styles. In addition, the results of the study indicate that the teachers’ knowledge development was also influenced by contextual factors (colleagues, school organization). These conclusions are consistent with the theoretical models developed by Magnusson, Krajcik, & Borko (1999, p. 98 and 99), based on Grossman (1990), of different domains in science teachers’ knowledge, and the components of pedagogical content knowledge for science teaching. Teachers’ disciplinary backgrounds or years of teaching experience in these disciplines did not appear to be relevant indicators for the teachers’ knowledge development in the context of the introduction of Public Understanding of Science.

In the next section, we portray the teachers once again, this time focusing on their different knowledge and beliefs, different personal factors, and different contextual factors in the context of their knowledge development.

6.3.1 Followers and leaders with regard to innovation

The teachers in Group I can be described, in a general way, as teachers who are focused on the teaching of knowledge and subject matter. They aim to get the best out of their students, to help them gain the highest qualification possible for future studies or employment. Their second important aim is the teaching of norms and values. This educational orientation is in line with the pedagogical climate at their schools.

Although they generally work autonomously, these teachers also behave like good colleagues, sharing teaching materials and good practices, and helping each other. Educational changes and innovations are discussed with colleagues, mostly during coffee breaks. The teachers are interested in their pupils, and give priority to keeping harmonious relationships and a good atmosphere in the school.

With regard to their professional development, they generally keep up their (subject matter) knowledge by reading daily newspapers and professional journals, and attending professional conferences. During educational change, they are selected by the school board to get involved in various activities. These teachers’ schools are not at the forefront of innovations. The teachers can usually be typified as ‘followers’ in this light. In general (i.e., not in the context of an innovation), they gradually pick up new materials and new ideas (implicitly), here and there, incorporating these in their existing practice (Thompson & Zeuli, 1999), while their knowledge evolves slowly. During innovations, they have to learn many new things at once, in a short time (cf., ‘revolutionary’, Study 3).

The teachers in Group II can be described as focused on students’ knowledge and understanding and personal development, as well as on preparing them for the future. This is, again, in line with the school’s pedagogical climate. Constructivist ways of learning (i.e., the use of activating teaching methods) are emphasized. Students should learn to think critically (i.e., form an opinion on the subject) and leave school prepared to become responsible citizens and life-long learners. Much attention is paid to self- regulated learning, allowing students much autonomy. Rules are stricter, however, for students who abuse this freedom.

The teachers are strongly in favour of good teamwork and close collaboration with colleagues. They are used to communicating and participating in nationwide networks, giving workshops at conferences, and sharing ideas with educational experts and scientists. Information from outside the school is seen as interesting, and is absorbed attentively.

With regard to their professional development, they seem to be forever on the go: experimenting and investigating, while their knowledge changes with time. During innovations, they are usually at the forefront; they can be found among the ‘leaders’ (trend setters), who collaborate with managers, innovators, curriculum developers, and other teachers, nationwide. During innovations, they are usually well informed, and have an early and relatively easy start.

6.3.2 Restricted and extended professional orientations

As teachers’ knowledge is the core of their professionalism or professionality (see Chapter 1.2), teachers’ knowledge development is strongly related to their ‘professional identity’ (cf. Beijaard, Verloop, & Vermunt, 2000) or ‘professional orientation’ (Van Veen, Sleegers, Bergen, & Klaassen, 2000). Professional orientation is generally understood as the teacher’s orientation towards professionality (i.e., what teachers consider important in their work). Van Veen et al. (2000) distinguished six types of teachers’ professional orientation, three of which are more or less ‘restricted’, and three of which are typified as more or less ‘extended’ in relation to instruction, educational goals, and school organization. The concept of professional orientation may be helpful for understanding the knowledge development of the teachers in our study.

Comparison of the descriptions of the different professional orientations in the literature with our portrayals of the teachers in the study shows that the professional orientation of Group I may be described as relatively ‘restricted’, that is, the teachers have mainly transmission and qualification orientations towards instruction. In addition, they are more focused on the classroom than on the school organization, that is, on collaboration with other teachers and participating in school decision- making processes. The professional orientation of the teachers in Group II may be described as more ‘extended’ with regard to instruction, that is, these teachers generally seem to favour more progressive forms of instruction, and are more learning oriented than transmission oriented. They also seem to have a more extended orientation towards school organization, collaborating with other teachers and the school management, and perceiving their own influence as important.

In document TítuloRutas migratorias irregulares desde África Subsahariana a España: la irregularidad como única forma posible de emigrar (página 79-81)