ERIC Number: EJ911858
Record Type: Journal
Publication Date: 2010-Jun
Reference Count: 9
Continuing Professional Development for Science Teachers: What Does Research Say?
McGregor, Deb; Woodhouse, Fiona
Education in Science, n238 p32-33 Jun 2010
Continuing Professional Development (CPD) can take many forms. It may arise through individual endeavours, collaborative working with others within a school or professional network, or it may be supported by external expertise. In science, there has been development of CPD that "enthuses, inspires" and illustrates "impact", through expansion of the courses offered at Science Learning Centres (SLCs), which are also now beginning to embrace the Science, Technology, Engineering and Mathematics (STEM) agenda. A study of teachers' professional development indicated that science educators benefited from the richest CPD opportunities, compared to other school subject areas. In this article, the authors discuss the influences on the quality and impact of CPD, and present messages about effective CPD from research.
Descriptors: Science Teachers, Faculty Development, Professional Continuing Education, Research, STEM Education, Science Education, Science Instruction
Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1707-283000; Fax: +44-1707-266532; e-mail: firstname.lastname@example.org; Web site: http://www.ase.org.uk
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A