Science and Mathematics Teachers’ Experiences, Needs, and Expectations Regarding Professional Development

Introducing Dialogic Teaching to Science Student Teachers

“…Unless these perceptions are explicitly addressed, the danger exists that these beliefs persist throughout teacher education and into in-service teaching (Fajet, Bello, Leftwich, Mesler, & Shaver, 2005). Lecture-based professional development programs which 'transmit' knowledge and lack integrated instruction (Abell, 2000) often fail to access student teachers' pre-existing needs for professional development (Chval, Abell, Pareja, Musikul, & Ritzka, 2008). Traditional approaches to science education foregrounding the authoritative voice can effectively quash attempts to develop dialogic interaction if the role of dialogic interaction is insufficiently addressed.…”

An Analysis of Elementary Science Teachers’ Beliefs Regarding Inquiry Science Teaching

“…A number of characteristics of effective professional development in inquiry science instruction have been identified in the literature, including: 1) actively engaging participants in the learning process by participating in the same learning experiences as their students (Banilower, Heck, & Weiss, 2007;Lee, 2004;Locks-Horsley, Love, Stiles, Mundry, & Hewson, 2003); 2) providing opportunities to observe expert teachers and to be observed by others (Garet, Desimone, Birman, & Yoon, 2001); 3) allowing sufficient time to develop competence in science content (Banilower et al, 2007;Loucks-Horsley, Stiles, & Hewson, 1996); 4) promoting strong connections to standards (Chval, Abell, Pareja, Musikul, & Ritzka, 2008) and other content areas (Loucks-Horsley et al, 1996); 5) facilitating collaboration and networking with teachers and content experts (Anderson, 2002;Loucks-Horsley et al, 1996); 6) providing a support system for the teacher to discuss concerns and learn about successes (Czerniak, Beltyukova, Struble, Haney, & Lumpe, 2006); 7) including strategies to promote critical thinking, inquiry, real-world connections and technology skills (Chval et al, 2008); 8) providing on-going follow-up sessions (Garet et al, 2001;Luft, 2001); and 9) encouraging flexibility to adapt to individual needs (Lee, 2004).…”

“…Furthermore, there was an expressed desire to continue the relationships formed during the project. Prior research has shown that when professional development programs provide time for teachers to collaborate and make connections with one another they will feel more comfortable to use what was learned in the program because they have a support system to encourage them (Loucks-Horsley et al, 1996;Luft, 2001;Anderson, 2002;Chval et al, 2008). Approximately 8% of participant reflections included comments pertaining to the PD program's provision for collaboration during and outside of the face-to-face sessions.…”

The Importance of Sustained Professional Development for Teaching Statistics -- An Example Involving the Mode and Range

“…Even in instances where they appear to have a clear and positive impact on teachers' understanding, it is possible, perhaps even likely, for teachers to revert back to their original misconceptions. The importance of sustained professional development is widely documented (Chval, Abell, Pareja, Musikul, & Ritzka, 2008: Loucks-Horsley, Hewson, Love, & Stiles, 1998Abell & Lee, 2008;Fraser, Reid, & McKinney, 2007). Much of this research, however, has focused on sustained PD in an effort to support and reinforce transformation in pedagogy.…”

“…in frequent reform efforts or additions to the curriculum. Research on key characteristics in professional development (e.g., Abell, S., & Lee, M., 2008;Chval, K., Abell, S., Pareja, E., Musikul, K., & Ritzka, G., 2008;Loucks-Horsley, Hewson, Love, & Stiles, 1998) clearly emphasizes the importance of sustained professional development. A report from the Institute of Educational Sciences (2007) confirms this, stating:…”