4. Presents the tasks to be carried in a clear way; 5. Connects the tasks suggested to tasks previously performed; 6. Stimulates the interaction between individual students and the work group. Assessment codes: VG – Very Good; G – Good; S – Satisfactory; U – Unsatisfactory; VU - Very Unsatisfactory (Suggestion of topics to be addressed in the critical reflection on the training course) PARRISE Project: Innovation in Science Teacher Education Teacher’s Professional Development (TPD) course Suggestion of topics to be addressed in the critical reflection Reasons for participating in the TPD course; Critical appraisal of the theoretical and practical aspects of the training course; A description of the professional activity carried out during the individual component of the TPD course (brief description of the work carried out, difficulties encountered in the implementation of the SSIBL framework and improvements to be applied to a future SSIBL-based educational approach): Sharing of materials produced and good practices developed (materials produced can be sent when submitting this reflection); Contextualization of the activity (ies) developed within the SSIBL framework; Critical analysis of the impact of the activity (ies) developed in the learning and motivation of the students; Critical reflection and personal balance on the individual work carried out.
4. Presents the tasks to be carried in a clear way; 5. Connects the tasks suggested to tasks previously performed; 6. Stimulates the interaction between individual students and the work group. Assessment codes: VG – Very Good; G – Good; S – Satisfactory; U – Unsatisfactory; VU - Very Unsatisfactory (Suggestion of topics to be addressed in the critical reflection on the training course) PARRISE Project: Innovation in Science Teacher Education Teacher’s Professional Development (TPD) course Suggestion of topics to be addressed in the critical reflection Reasons for participating in the TPD course; Critical appraisal of the theoretical and practical aspects of the training course; A description of the professional activity carried out during the individual component of the TPD course (brief description of the work carried out, difficulties encountered in the implementation of the SSIBL framework and improvements to be applied to a future SSIBL-based educational approach): Sharing of materials produced and good practices developed (materials produced can be sent when submitting this reflection); Contextualization of the activity (ies) developed within the SSIBL framework; Critical analysis of the impact of the activity (ies) developed in the learning and motivation of the students; Critical reflection and personal balance on the individual work carried out.
Handouts_UP-1.docx