Transformative Professional Development: A Model for Urban Science Education Reform |
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Authors: | Carla C Johnson Sherry Marx |
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Institution: | (1) Science Education, University of Cincinnati, P.O. Box 210022, Cincinnati, OH 45221, USA;(2) Secondary Education, Utah State University, 2815 Old Main Hill, Logan, UT 84322, USA |
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Abstract: | This study presents a model of Transformative Professional Development (TPD) for use in sustained, collaborative, professional
development of teachers in urban middle school science. TPD focuses on urban science teacher change and is responsive to school
climate, teacher needs, and teacher beliefs with the intention of promoting change in practice. In this study, TPD was used
to meet the needs of individual teachers and the collective needs of schools in reform efforts. The experiences of the eight
teachers engaged in this process of professional growth, including their changes in practices and beliefs, provide the focus
of this paper. Findings in this study revealed that through the use of TPD, participants in this study improved science teaching
effectiveness and began to transform their negative school climate and create positive classroom learning environments.
The opinions expressed are those of the authors and do not represent views of the U.S. Department of Education. |
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Keywords: | Professional development Urban schools Science Middle school |
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