Evaluating the teaching impact of a prior, context-based, professional development programme

This paper explores the impact of teacher involvement in a context-based teaching project, involving continuous professional development and classroom module implementation two years after the event. Five chemistry and biology teachers were interviewed to ascertain the degree of ownership gained from the project related to continued use of the teaching modules and a new type of teaching, structured on a 3 stage model. From one-on-one interviews, data was gathered and discussed related to the degree of continued use of modules, the teaching style used, obstacles to continued module use in the manner intended and the value of the continuous professional development sought. Recommendations were made for further continuous professional development which builds on the teaching model and which relates to a new style curriculum introduced into Estonia.