Teacher Professional Development per l’innovazione nell'educazione scientifica

Changes in education and in society place new demands on the teaching profession. Research have found positive relationships between in-service teacher training and student achievement; improving the quality of Teacher Professional Development is, therefore, an important goal for Europe's education systems. This thesis proposes an analysis of the factors that may affect the diffusion of innovation in science education and the effectiveness of the programs Teacher Professional Development (PD) for teachers of Science. First inquired on the resistance to innovation manifested by teachers, then according to data obtained by the investigation and analysis of documents was drawn to the identification of possible criteria for program effectiveness PD. Based on these criteria is, finally, conduct a comparative analysis between two PD models tested in Europe, to arrive at a proposed PD model for circulating innovation in science education.