Effective Professional Development in Science and Mathematics Education: Teachers' and Facilitators' Views

Autor/inn/en	Rogers, Meredith Park; Abell, Sandra; Lannin, John; Wang, Chia-Yu; Musikul, Kusalin; Barker, David; Dingman, Shannon
Titel	Effective Professional Development in Science and Mathematics Education: Teachers' and Facilitators' Views
Quelle	In: International Journal of Science and Mathematics Education, 5 (2007) 3, S.507-532 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-006-9053-8
Schlagwörter	Mathematics Education; Teacher Characteristics; Transformative Learning; Faculty Development; Pedagogical Content Knowledge; Teacher Leadership; Science Education; Teaching Methods; Teacher Attitudes; Comparative Analysis; Facilitators (Individuals); Instructional Effectiveness; Science Teachers; Mathematics Teachers; Knowledge Base for Teaching; Teacher Influence + Suchen Sie Ihr Suchwort? Mathematische Bildung; Pädagogische Transformation; Pädagogische Kompetenz; Lehrerfunktionsstelle; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Unterrichtserfolg; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Teaching theory; Theory of teaching; Unterrichtstheorie
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10