NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ767264
Record Type: Journal
Publication Date: 2007
Pages: 8
Abstractor: Author
Reference Count: 12
ISSN: ISSN-0022-0671
A Dynamic Professional Development School Partnership in Science Education
Scharmann, Lawrence C.
Journal of Educational Research, v100 n4 p235-242 Mar-Apr 2007
The author describes the evolution of a traditional on-campus secondary science methods course into a dynamic field- and campus-based professional development school collaboration. Whereas science teaching methods were taught in an isolated and independent course, they are now integrated within an interdependent experiential semester that carefully integrates teaching methods, professional seminars, interpersonal relations, classroom management, reading strategies, and multicultural education into a dynamic fieldbased curriculum for preservice teachers. A faculty team from the Kansas State University (KSU) Department of Secondary Education conducted a series of meetings to establish a collaborative climate in which to investigate the benefits of simultaneous reform of preservice teacher education and the professional development of inservice teachers. School-based teacher counterparts in mathematics and science piloted several models, performed action research, and worked toward simultaneous improvement based on a reflection or documentation, or both, of best practices. Consistent with reform initiatives identified by the National Research Council (1996), the author documents actions taken to enhance the preparation of preservice teachers at KSU. (Contains 2 figures.)
Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kansas