Science and Mathematics Teachers' Experiences, Needs, and Expectations regarding Professional Development

Autor/inn/en	Chval, Kathryn; Abell, Sandra; Pareja, Enrique; Musikul, Kusalin; Ritzka, Gerard
Titel	Science and Mathematics Teachers' Experiences, Needs, and Expectations regarding Professional Development
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 4 (2008) 1, S.31-43 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Rural Schools; Science Teachers; Teacher Background; Mathematics Teachers; Professional Development; Teacher Educators; Teaching Experience; Middle Schools; High Schools; Mathematics Instruction; Science Instruction; Missouri + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	High quality teachers are essential to improving the teaching and learning of mathematics and science, necessitating effective professional development (PD) and learning environments for teachers. However, many PD programs for science and mathematics teachers fall short because they fail to consider teacher background, experience, knowledge, beliefs, and needs (Loucks-Horsley, Love, Stiles, Mundry, & Hewson, 2003). To develop more effective PD systems, it is necessary to assess and identify teachers PD needs, expectations, experiences and constraints. In this manuscript, we describe the findings from a study that examined the PD experiences, needs, expectations, and constraints of middle and high school science and mathematics teachers in one state in the U.S. We examine similarities and differences between science and mathematics teachers and among teachers from urban, suburban and rural schools. The findings from this study suggest that mathematics and science teachers participate in a minimal amount of PD and that a number of factors contribute to this reality. Furthermore, science and mathematics teachers do not experience effective PD learning environments described by Bransford, Brown & Cocking (2000) and there is a mismatch between teachers PD needs and experiences. (Contains 11 tables.) (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10