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Journal of Science Teacher Education

Erschienen in:

01.04.2009

Transformative Professional Development: A Model for Urban Science Education Reform

verfasst von: Carla C. Johnson, Sherry Marx

Erschienen in: Journal of Science Teacher Education | Ausgabe 2/2009

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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.

Vorheriger Artikel Role of Discrepant Questioning Leading to Model Element Modification

Nächster Artikel Tailoring National Standards to Early Science Teacher Identities: Building on Personal Histories to Support Beginning Practice

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Titel: Transformative Professional Development: A Model for Urban Science Education Reform
verfasst von: Carla C. Johnson
Sherry Marx
Publikationsdatum: 01.04.2009
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 2/2009
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-009-9127-x

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Weitere Artikel der Ausgabe 2/2009

Role of Discrepant Questioning Leading to Model Element Modification

Improving Preservice Middle Grades Science Teachers’ Understanding of the Nature of Science Using Three Instructional Approaches

Tailoring National Standards to Early Science Teacher Identities: Building on Personal Histories to Support Beginning Practice

Visualizing Culturally Relevant Science Pedagogy Through Photonarratives of Black Middle School Teachers

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