scholarly journals Negotiating the Inclusion of Nanoscience Content and Technology in Science Curriculum: An Examination of Secondary Teachers' Thinking in a Professional Development Project

2000 ◽  
Author(s):  
Jennifer Wells
Keyword(s):  
Professional Development ◽  
Secondary Teachers ◽  
Science Curriculum ◽  
Development Project

scholarly journals Teacher Competency in Competency-Focused Science Teaching in the South Korean Context: Teacher Self-Assessment Instrument Development and Application

2020 ◽  
pp. 1-34
Author(s):  
Nam-Hwa Kang ◽  
Hunsik Kang ◽  
Seungho Maeng ◽  
Jongwon Park ◽  
Eunyoung Jeong
Keyword(s):  
Professional Development ◽  
Science Teaching ◽  
Secondary Teachers ◽  
Science Curriculum ◽  
Science Teacher Education ◽  
Development Program ◽  
Assessment Instrument ◽  
Teacher Competence ◽  
Self Assessment ◽  
Teaching Competence

Abstract The purpose of this study was to examine teachers’ competency in teaching for student competence in science. Drawing on literature on competence and science teacher education, we identified 44 indicators of science teaching competence in relation to the current Korean National Science Curriculum, from which 54 items for teachers’ self-assessment were developed and validated. Through online administration of the self-assessment instrument, responses from 210 primary and secondary teachers were collected. Factor analysis resulted in nine factors across three competence areas. Teacher competence differed across factors. One-way ANOVA analysis revealed that primary teachers indicated significantly higher competence in most aspects of teaching than secondary teachers and that years of teaching was related to professional development methods utilized by teachers. Suggestions for professional development program design and further research topics were discussed.

Using the PRIME Leadership Framework to Support Emerging Leaders in a Professional Development Project

2017 ◽  
pp. 439-449
Author(s):  
Tracie McLemore Salinas ◽  
Kathleen Lynch-Davis
Keyword(s):  
Professional Development ◽  
Teaching Practices ◽  
Development Project ◽  
National Council ◽  
Classroom Experiences ◽  
Emerging Leaders ◽  
Knowledge To Action ◽  
Leadership Framework

In this chapter, we describe how the Appalachian Mathematics Partnership (AMP) used the PRIME Leadership Framework (National Council of Supervisors of Mathematics, 2008) to inform professional development activities that respond to teachers' content and pedagogical needs and cultivate emerging mathematics leadership. The PRIME Leadership Framework fit philosophically with the goals of the project, identifying the reflective, knowledgeable leader, including teachers as classroom leaders, as essential to committing knowledge to action. Further, AMP aligned the leadership framework with its underlying principles for professional development of engaging teachers in meaningful content connected to classroom experiences and high leverage teaching practices, providing a model for how projects can embed meaningful interpretations of leadership in content-oriented professional development.

A Professional Development Framework for the Flipped Classroom Model

2016 ◽  
pp. 232-261
Author(s):  
Anne Katz ◽  
Tricia Muldoon Brown ◽  
Jackie Hee Young Kim
Keyword(s):  
Professional Development ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Development Project ◽  
Critical Thinking Skills ◽  
Read Aloud ◽  
Student Centered ◽  
Development Framework ◽  
Elementary Grade ◽  
K 12

A major goal of K-12 education is to create a student-centered classroom where educators are teaching to increase critical thinking skills, promote problem-based learning, and differentiate instruction. However, the reality is that many educators are challenged by the difficult task of creating such a learning environment in their classrooms. In this chapter, the authors will introduce a Flipped Classroom Professional Development project, a Title II Part A Higher Education Improving Teacher Quality State Grant initiative. This project centered on two goals. First, the authors sought to teach the flipped classroom model through an integrated literacy and math approach while “mathematizing” read-aloud instruction for primary and elementary grade educators. Secondly, the chapter describes efforts to expand teachers' repertoire of effective instructional, blended technology tools for teaching math and literacy. The authors will conclude with the potential of the Flipped Classroom model in K-5 settings based upon this professional development framework.

A Professional Development Framework for the Flipped Classroom Model

2016 ◽  
pp. 211-238
Author(s):  
Anne Katz ◽  
Tricia Muldoon Brown ◽  
Jackie Hee Young Kim
Keyword(s):  
Professional Development ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Development Project ◽  
Critical Thinking Skills ◽  
Read Aloud ◽  
Student Centered ◽  
Development Framework ◽  
Elementary Grade ◽  
K 12

A major goal of K-12 education is to create a student-centered classroom where educators are teaching to increase critical thinking skills, promote problem-based learning, and differentiate instruction. However, the reality is that many educators are challenged by the difficult task of creating such a learning environment in their classrooms. In this chapter, the authors will introduce a Flipped Classroom Professional Development project, a Title II Part A Higher Education Improving Teacher Quality State Grant initiative. This project centered on two goals. First, the authors sought to teach the flipped classroom model through an integrated literacy and math approach while “mathematizing” read-aloud instruction for primary and elementary grade educators. Secondly, the chapter describes efforts to expand teachers' repertoire of effective instructional, blended technology tools for teaching math and literacy. The authors will conclude with the potential of the Flipped Classroom model in K-5 settings based upon this professional development framework.

A Professional Development Framework for the Flipped Classroom Model

2016 ◽  
pp. 286-314
Author(s):  
Anne Katz ◽  
Tricia Muldoon Brown ◽  
Jackie HeeYoung Kim
Keyword(s):  
Professional Development ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Development Project ◽  
Critical Thinking Skills ◽  
Read Aloud ◽  
Student Centered ◽  
Development Framework ◽  
Elementary Grade ◽  
K 12

A major goal of K-12 education is to create a student-centered classroom where educators are teaching to increase critical thinking skills, promote problem-based learning, and differentiate instruction. However, the reality is that many educators are challenged by the difficult task of creating such a learning environment in their classrooms. In this chapter, the authors will introduce a Flipped Classroom Professional Development project, a Title II Part A Higher Education Improving Teacher Quality State Grant initiative. This project centered on two goals. First, the authors sought to teach the flipped classroom model through an integrated literacy and math approach while “mathematizing” read-aloud instruction for primary and elementary grade educators. Secondly, the chapter describes efforts to expand teachers' repertoire of effective instructional, blended technology tools for teaching math and literacy. The authors will conclude with the potential of the Flipped Classroom model in K-5 settings based upon this professional development framework.

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