ED430810 SE062599
Title: Designing Professional Development for Science and Mathematics
Teachers: Decision Points and Dilemmas.
Author(s): Mundry, Susan; Loucks-Horsley, Susan
Author Affiliation: National Inst. for Science Education, Madison,
WI.(BBB34166)
Source: NISE Brief, v3 n1 Apr 1999 Pages: 9
Publication Date: April 1999
Sponsoring Agency: National Science Foundation, Arlington, VA. (BBB32538)
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: National Institute for Science Education, University
of Wisconsin-Madison, 1025 W. Johnson Street, Madison, WI 53706; Tel:
608-263-9250; Fax: 608-262-7428 (free).
Language: English
Document Type: Collected works--Serials (022)
Geographic Source: U.S.; Wisconsin
Journal Announcement: RIEOCT1999
Professional
development that aims to transform teaching and build substantial
knowledge of science and mathematics content is not a simple task
of "design and implement"; rather, it involves remaining
alert to the changing context in which professional developers are
working, the stages of development teachers move through as they
develop new knowledge and skills, and a host of other dynamics at
work. Four case studies of professional development are synthesized
in this report which discusses those decision points or dilemmas
common to the cases. Professional development decisions related
to philosophical versus pragmatic focus, depth versus breadth of
the teacher target audience, and adoption versus development of
curriculum are discussed. A framework for planning and analyzing
professional development programs is also presented. (WRM)
Descriptors: Case Studies; *Educational Planning; Elementary Secondary
Education; *Faculty Development; *Inservice Teacher Education; Knowledge
Base for Teaching; Mathematics Education; *Mathematics Teachers;
*Science Education; *Science Teachers; Teacher Improvement; Technology
Education
