TEACHING PROFESSIONALS1 November 2005 The completion of the National Science Learning Centre heralds a new era for teachers' professional development. |
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The new National Science Learning Centre funded by the Wellcome Trust, and a key report commissioned by the Trust, represent important contributions to achieving this essential aim.
Science teachers face considerable challenges. They have to train the next generation of scientists and engineers, but also equip non-specialists with the knowledge and skills they need to thrive in a technologically advanced society. They need to keep abreast of the potential offered by new technologies. And, above all, they need to stay up to speed with a rapidly changing subject.
Little wonder that teachers’ professional development has become a key issue. It received a major boost with the decision of the Wellcome Trust and the Department for Education and Skills in 2002 to co-fund a £51 million initiative to develop a national network of Science Learning Centres, intended to provide high-quality continuing professional development (CPD) opportunities for science teachers and technicians.
In 2004/05, the building housing the National Science Learning Centre was completed. Based in York and managed by the White Rose Consortium, comprising the Universities of Leeds, Sheffield, York and Sheffield Hallam, the Centre is set to provide an unrivalled facility for teachers from both primary and secondary schools.
What of its intended clientele? In 2005, the Wellcome Trust commissioned a major survey of primary and secondary school teachers in England’s state schools, to establish their experience of CPD, what they wanted from CPD, and what obstacles prevented greater participation.
While most respondents were strongly supportive of CPD in principle – and particularly wanted more subject-specific courses – they were not satisfied with current opportunities. Science teachers were least confident in their current expertise and most keen to enhance their skills.