ERIC Number: EJ867444
Record Type: Journal
Publication Date: 2005
Reference Count: 22
Designing Professional Development Opportunities for Teachers that Foster Collaboration, Capacity Building and Reflective Practice
Klentschy, Michael P.
Science Educator, v14 n1 p1-8 Spr 2005
A case is made that professional development activities in science, when designed as generic programs, can limit pathways individual teachers may take or even select to meet their specific professional development needs. Teacher professional development programs in science have consistently been designed to address system wide needs. These needs may or may not have been consistent with the needs of individual teachers. In today's climate of standards, assessment and accountability, a paradigm shift is necessary for systems to improve teaching and learning in their classrooms. This paradigm shift must focus to recognize the power of practitioner knowledge and utilize that knowledge base as a starting point for the design of professional development programs. Increasingly, systems must design professional development programs that are site-based, collaborative, focus on the analysis of practice in the context of teaching and learning, and be exposed to alternatives.
Descriptors: Science Teachers, Faculty Development, Professional Development, Pedagogical Content Knowledge, Professional Recognition, Program Design, Educational Opportunities, Reflective Teaching, Teacher Collaboration
National Science Education Leadership Association. P.O. Box 99381, Raleigh, NC 27624-9381. Tel: 919-848-8171; Fax: 919-848-0496; Web site: http://www.nsela.org/publications/publications4.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: California