Teacher professional development: a different perspective (original) (raw)
2013, Cultural Studies of Science Education
Reform in science education is a slow process. Current professional development experiences may slow the process even more if modeled after traditional top down approaches. The common practice of inviting ''experts'' to deal with specific local issues supports a covert message that classroom teachers are not capable of meeting the challenges of reform with the resources and expertise provided by their immediate community or network. What is being proposed here is not radical but merely an adjustment in thinking about learning at any level. In any given teacher network, the teachers overall are both highly educated in content and pedagogy, it makes sense to allow them the opportunity to address the obstacles of reform and provide assistance when requested; not mandate professional development that may or may not address the needs of teacher, school or district. Keywords Community Á Teachers Á Professional development Á Learning Á Knowledge Barry was a high school Physics teacher in a mid-western community who privileged student prior knowledge and the process at which they arrive at an answer more than the answer itself. Young and idealistic, he was frustrated by limited resources and repeated requests for the simplest of instruments, such as meter sticks, which were met with the refrain of ''sorry the budget it too tight this year''. At the same time, the district seemed to always have funding for ''the knowledgeable outsider'' brought in for the purpose of Lead Editor: A. J. Gallard Martinez. This review essay addresses issues raised in Martin Krabbe Sillasen and Paola Valero's paper entitled: Municipal consultants' participation in building networks to support science teachers' work. Cultural Studies of Science Education.
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