How technicians can lead science improvements in any school: a small-scale study in England

• Autores: Beth Jones, Simon Quinnell
• Localización: School Science Review, ISSN 0036-6811, Vol. 96, Nº. 357, 2015 (Ejemplar dedicado a: Practical work I), págs. 90-96
• Idioma: inglés
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• Resumen

  • This article describes how seven schools in England improved their science provision by focusing on the professional development of their science technicians. In September 2013, the Gatsby Charitable Foundation funded the National Science Learning Centre to lead a project connecting secondary schools with experienced senior science technicians (technician advisers) to design and implement action plans aimed at improving their technical service. Schools could claim up to £2,000 but it was the input of an external mentor that had the most striking impact. The outcomes were seen directly in the classroom, with teachers having more confidence and students having a more varied and high-quality practical experience. It is suggested that, for schools seeking improvements in their science provision, modest investment in the professional development of their science technicians can yield significant benefits.