Conceptual Framework
3. Building on Current Knowledge About Professional Development
Professional development programs are far more likely to be successful if the
planners take into account what is already known about effective professional
development. Some of the materials in the TE-MAT database provide insights from
research on science and mathematics professional development, and from the "wisdom
of practice" of experienced science and mathematics professional development
providers.
There is a growing body of research on professional development, both specific
to science and mathematics and more general, with an emerging consensus that
professional development should include attention to teachers' prior knowledge
and experiences; close connection to the school workplace; and opportunities
to apply what they have learned in a supportive environment. Suzanne Wilson
and Jennifer Berne review some of this work in "Teacher learning and the
question of professional knowledge: an examination of research on contemporary
professional development" (1999).
A longitudinal study of the impact of the U.S. Department of Education's Eisenhower
Professional Development Program found that "professional development focused
on specific, higher-order teaching strategies increases teachers' use of those
strategies in the classroom. This effect is even stronger when the professional
development activity is a reform type (e.g., teacher network or study group)
rather than a traditional workshop or conference; provides opportunities for
active learning; is coherent or consistent with teachers' goals and other activities;
and involves the participation of teachers from the same subject, grade, or
school" (p. ES-1).
Similarly, an evaluation of the NSF-supported Local Systemic Change Initiative
found that professional development focused on the instructional materials teachers
are expected to use in their classrooms is an effective strategy for improving
classroom practice (Weiss et al., 1999).
Newmann and King (2000) argue that teacher learning is most likely to occur
when teachers are given sustained opportunities to study, experiment with, and
receive helpful advice on specific innovations; collaborate with professional
peers both within and outside of their schools; have access to external experts;
and have influence on both the substance and the process of their professional
development.
Reflecting
on our Work (edited by Friel and Bright, 1997) provides essays
on professional development for K-6 mathematics teachers, and shares insights
gleaned from leaders in the field. The TE-MAT essays
page describes essays by experienced professional development providers,
both science and mathematics, that will also help others build on existing
knowledge.
Continue: 4.
Adapting Professional Development Programs to the Particular Context
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