ERIC Number: ED430810
Record Type: RIE
Publication Date: 1999-Apr
Designing Professional Development for Science and Mathematics Teachers: Decision Points and Dilemmas.
Mundry, Susan; Loucks-Horsley, Susan
NISE Brief, v3 n1 Apr 1999
Professional development that aims to transform teaching and build substantial knowledge of science and mathematics content is not a simple task of "design and implement"; rather, it involves remaining alert to the changing context in which professional developers are working, the stages of development teachers move through as they develop new knowledge and skills, and a host of other dynamics at work. Four case studies of professional development are synthesized in this report which discusses those decision points or dilemmas common to the cases. Professional development decisions related to philosophical versus pragmatic focus, depth versus breadth of the teacher target audience, and adoption versus development of curriculum are discussed. A framework for planning and analyzing professional development programs is also presented. (WRM)
Descriptors: Case Studies, Educational Planning, Elementary Secondary Education, Faculty Development, Inservice Teacher Education, Knowledge Base for Teaching, Mathematics Education, Mathematics Teachers, Science Education, Science Teachers, Teacher Improvement, Technology Education
National Institute for Science Education, University of Wisconsin-Madison, 1025 W. Johnson Street, Madison, WI 53706; Tel: 608-263-9250; Fax: 608-262-7428 (free).
Publication Type: Collected Works - Serials
Education Level: N/A
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: National Inst. for Science Education, Madison, WI.