Current trends and missing links in studies on teacher professional development in science education: a review of design features and quality of research

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Professional growth in adaptive teaching competence as a result of Lesson Study (2017, unknown): “Addressing the diverse educational needs of individual students, however, has proven to be a complex skill for many teachers in secondary education for many different reasons (Van de Grift, Helms-Lorenz, & Maulana, 2014), and remains a major challenge in different countries (Schleicher, 2016).”
Rethinking models of professional learning as tools: a conceptual analysis to inform research and practice (2018, methodology): “In addition, the model is intended as an interrogatory tool; an example of this form of application is the use of four domains – personal, external, practice and consequence – as a typology to categorise the aims of professional development programmes in science education (van Driel et al. 2012).”
Teacher involvement in curriculum design: need for support to enhance teachers’ design expertise (2014, background): “First, to enhance the quality of the curriculum design process support should be offered just-in-time as an integrated part of the design process to enhance teachers’ design expertise (cf. Garet et al. 2001, Nieveen et al. 2005, Van Driel et al. 2012).”