The standards in this chapter are intended to inform everyone with a role in professional development.
The standards in this chapter are intended to inform everyone with a role in professional development.Tags: Stanford Prison Experiment EssaysHow To Write An Interpretive EssayTechnology Startup Business PlanEssays About AgingResearch Papers On CultureSolution Essay TopicsHelp On Writing EssaysCollege Prowler No EssayHoliday Spot EssayRon Rash Critical Essays
The primary responsibility for the early stages of preservice education rests with colleges and universities, but it must be shared with the practice community as prospective teachers begin their clinical work.present a vision of learning and teaching science in which all students have the opportunity to become scientifically literate.In this vision, teachers of science are professionals responsible for their own professional development and for the maintenance of the teaching profession.The current reform effort in science education requires a substantive change in how science is taught.Implicit in this reform is an equally substantive change in professional development practices at all levels.Teachers also must have opportunities to develop understanding of how students with diverse interests, abilities, and experiences make sense of scientific ideas and what a teacher does to support and guide all students.And teachers require the opportunity to study and engage in research on science teaching and learning, and to share with colleagues what they have learned.These standards are also criteria for state and national policy makers who determine important policies and practices, such as requirements for teacher certification and the budget for professional development.In this vision of science education, policies must change so that ongoing, effective professional development becomes central in teachers' lives.Prospective teachers must have the opportunity to become active participants in schools through internships, clinical studies, and research. is to create optimal collaborative learning situations in which the best sources of expertise are linked with the experiences and current needs of the teachers.Teachers should have opportunities for structured reflection on their teach The challenge of professional development . ing practice with colleagues, for collaborative curriculum planning, and for active participation in professional teaching and scientific networks.