Journal article
Effective professional development in science and mathematics education: Teachers' and facilitators' views
International journal of science and mathematics education, Vol.5(3), pp.507-532
09/2007
DOI: 10.1007/s10763-006-9053-8
Abstract
This study compares the views of teachers and professional development facilitators about effective professional development (PD). We analyzed interviews with 72 teacher participants and 23 PD facilitators involved in nine science and mathematics PD projects. The teachers' themes for characterizing effective PD included classroom application, teacher as learner, and teacher networking. Similarly, the PD facilitators discussed effective PD as having classroom application and experiences for teachers as learners. In addition, PD facilitators shared the need to develop collegial relationships with teachers and improve teacher knowledge. These views correspond to some of the standards and recommendations described in policy and research documents on effective PD. Criteria of effective PD in these documents that the participants did not mention included: (1) challenging teachers' content and pedagogical content knowledge with transformative learning experiences, (2) encouraging teacher leadership for sustained support, and (3) focusing on student learning by instructing teachers on how to use student data to inform their teaching practice. Our findings have implications for designing PD that reflects the criteria of standards-based reform.
Details
- Title: Subtitle
- Effective professional development in science and mathematics education: Teachers' and facilitators' views
- Creators
- Meredith Park Rogers - Indiana University BloomingtonSandra Abell - University of MissouriJohn Lannin - University of MissouriChia Yu Wang - University of MissouriKusalin Musikul - University of MissouriDavid Barker - University of MissouriShannon Dingman - University of Missouri
- Resource Type
- Journal article
- Publication Details
- International journal of science and mathematics education, Vol.5(3), pp.507-532
- DOI
- 10.1007/s10763-006-9053-8
- ISSN
- 1571-0068
- eISSN
- 1573-1774
- Number of pages
- 26
- Language
- English
- Date published
- 09/2007
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9985222824302771
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