A professional development case in college science teaching bridges the gap between educational theory and practice. A good case poses an interesting dilemma involving instructors, students, and administrators. Case discussions can help instructors take charge of their own professional development and create a community of shared professional support within their colleges. These discussions help overcome the sense of isolation that many instructors, particularly new ones, can experience.
Details
Type Journal ArticlePub Date 9/1/2006Stock # jcst06_036_01_10Volume 036Issue 01