ERIC Number: EJ1039978
Record Type: Journal
Publication Date: 2013-Sep
Abstractor: As Provided
Reference Count: 9
Teacher Professional Development: A Different Perspective
Roseler, Katrina; Dentzau, Michael W.
Cultural Studies of Science Education, v8 n3 p619-622 Sep 2013
Reform in science education is a slow process. Current professional development experiences may slow the process even more if modeled after traditional top down approaches. The common practice of inviting "experts" to deal with specific local issues supports a covert message that classroom teachers are not capable of meeting the challenges of reform with the resources and expertise provided by their immediate community or network. What is being proposed here is not radical but merely an adjustment in thinking about learning at any level. In any given teacher network, the teachers overall are both highly educated in content and pedagogy, it makes sense to allow them the opportunity to address the obstacles of reform and provide assistance when requested; not mandate professional development that may or may not address the needs of teacher, school or district.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A