This paper presents a two-phased, job-embedded, teacher professional development model (TPD) which employs action research and on-the-job professional support. The model is a response to evaluative research evidence which shows that in spite of their pre-service and in- service training, primary teachers’ traditional perspectives of science education persisted as a barrier to effective implementation of primary science curricula reform. The TPD differs from the Cascade model which is widely used in teacher training. That model transmits teacher learning.
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