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Mesa, Jennifer C.; Pringle, Rose M. – Middle School Journal, 2019
Contemporary professional development efforts have shifted away from a deficit model toward the acknowledgment of the agency and ability of teachers to evaluate and direct their own professional learning. This article describes how middle school science teachers can take charge of their own learning by initiating and participating in…
Descriptors: Middle School Teachers, Science Teachers, Teacher Leadership, Communities of Practice
Brown, Cory; Correll, Pamela; Stormer, Kimberly J. – Middle School Journal, 2021
In response to the COVID-19 pandemic, transitioning to online education proved to be difficult due to lack of training, resources, and funding to adequately provide what every student and teacher needed. We present a framework for ongoing professional development for in-service teachers to expand their attitudes and beliefs about culturally…
Descriptors: Professional Continuing Education, Inservice Teacher Education, Middle School Teachers, COVID-19
Chen, Rong-Ji; Daniels, Erika; Ochanji, Moses K. – Middle School Journal, 2017
The traditional model of teacher preparation, which focuses on content and methods courses in a college or university, can create a gap between university faculty and school practitioners. This article describes a series of clinical practice workshops as a viable means to bridge the gap between a university and its partner middle schools in the…
Descriptors: Preservice Teachers, Preservice Teacher Education, Faculty Development, Teacher Education Programs