A Dynamic Professional Development School Partnership in Science Education

Autor/in	Scharmann, Lawrence C.
Titel	A Dynamic Professional Development School Partnership in Science Education
Quelle	In: Journal of Educational Research, 100 (2007) 4, S.235-242 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
Schlagwörter	Educational Improvement; Professional Development; Reading Strategies; Professional Development Schools; Science Education; Secondary Education; Partnerships in Education; Teaching Methods; Educational Change; Multicultural Education; Methods Courses; Classroom Techniques; Action Research; Preservice Teacher Education; Kansas + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Reading strategy; Leselernstufe; Lesetechnik; Naturwissenschaftliche Bildung; Sekundarbereich; Hochschulpartnerschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Multikulturelle Erziehung; Methodisch-didaktische Anleitung; Klassenführung; Projektforschung; Lehramtsstudiengang; Lehrerausbildung
Abstract	The author describes the evolution of a traditional on-campus secondary science methods course into a dynamic field- and campus-based professional development school collaboration. Whereas science teaching methods were taught in an isolated and independent course, they are now integrated within an interdependent experiential semester that carefully integrates teaching methods, professional seminars, interpersonal relations, classroom management, reading strategies, and multicultural education into a dynamic fieldbased curriculum for preservice teachers. A faculty team from the Kansas State University (KSU) Department of Secondary Education conducted a series of meetings to establish a collaborative climate in which to investigate the benefits of simultaneous reform of preservice teacher education and the professional development of inservice teachers. School-based teacher counterparts in mathematics and science piloted several models, performed action research, and worked toward simultaneous improvement based on a reflection or documentation, or both, of best practices. Consistent with reform initiatives identified by the National Research Council (1996), the author documents actions taken to enhance the preparation of preservice teachers at KSU. (Contains 2 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10