This study explores a school leaders' perspective on teacher professional agency. Tensions may arise when teachers feel hindered in their professional agency and try to negotiate their 'space' with other stakeholders (colleagues, students, management). School leaders are expected to empower and support teachers, but how do they perceive teachers'…

Despite the continuous and abundant growth of the game market the uptake of games in education has been hampered by the general impression that games require complex technologies and that games are difficult to organise and to embed in education curriculums. This article explores to what extent a simple serious game scenario that can be easily…

Even experienced chemistry teachers require professional development when they are encouraged to become actively engaged in the design of new context-based education. This study briefly describes the development of a framework consisting of goals, learning phases, strategies and instructional functions, and how the framework was translated into a…

Over the last three decades, the concept of teacher collaboration has been embraced as a promising concept in the sphere of educational policy and educational research. Teacher collaboration is now considered crucial to strengthening the position of teachers, shaping their professional space and improving their professionalism. However, the…

The aim of this study is to understand the design of professional development programmes in teacher-based and context-based chemistry curriculum innovations. Firstly, the goals of these programmes are discussed and related to the concept of empowerment. Next, in a selection of empirical studies, four general strategies for professional development…