|Type of Product:||Book Chapter
|Publication Title:||Reforming Secondary Science Instruction
|Grade Level:||Middle School, High School
|See Also:||View all available chapters for this book
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Reform requires us to rethink our teaching, to view teaching through different eyes. Such change requires professional development experiences that are long term and sustained. The experiences must challenge teachers to consider new ways of thinking about teaching, as opposed to merely providing them with new activities. This chapter chronicles a teacher’s pursuit of learning about her classroom practice and provides one example of teacher change.
|Intended User Role:||Curriculum Supervisor, High-School Educator, Middle-Level Educator, Professional Development Provider, Teacher
|Educational Issues:||Classroom management, Curriculum, Educational research, Inquiry learning, Professional development, Teacher preparation, Teaching strategies
|Requirements:||Requires Adobe Acrobat Reader
National Standards Correlation
This resource has 11 correlations with the National Standards.
- Context of Professional Development
- Learning Communities
- Provide opportunities for teachers to learn and use various tools and techniques for self-reflection and collegial reflection, such as peer coaching, portfolios, and journals. (NSES)
- Process Standards for Professional Development
- Options that recognize the developmental nature of teacher professional growth and individual and group interests, as well as the needs of teachers who have varying degrees of experience, professional expertise, and proficiency. (NSES)
- Clear, shared goals based on a vision of science learning, teaching, and teacher development congruent with the National Science Education Standards . (NSES)
- Prepares educators to apply research to decision making. (NSDC)
- Connect and integrate all pertinent aspects of science and science education. (NSES)
- Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge. (NSES)
- Uses learning strategies appropriate to the intended goal. (NSDC)
- Applies knowledge about human learning and change. (NSDC)
- Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (NSES)
- Encourage and support teachers in efforts to collaborate. (NSES)
- Teaching Standards
- Teachers of science actively participate in the ongoing planning and development of the school science program.
- Participate fully in planning and implementing professional growth and development strategies for themselves and their colleagues.
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