Becoming Science "Experi-mentors"

Autor/in	Counsell, Shelly Lynn
Titel	Becoming Science "Experi-mentors"
Quelle	In: Science and Children, 49 (2011) 2, S.52-56 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Mentors; Teacher Characteristics; Early Childhood Education; Science Achievement; Faculty Development; Science Instruction; Knowledge Base for Teaching; Teacher Competencies; Social Influences; Science Teachers; Elementary School Science; Elementary School Teachers; Teacher Collaboration + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrkunst; Sozialer Einfluss; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Lehrerkooperation
Abstract	According to the National Research Council (NRC 2007), three critical components significantly influence students' science learning: teacher knowledge, teachers' opportunities to learn, and instructional systems. If students' science achievement is strongly correlated with teachers' science competence, and core competencies are central to professional development, then access to quality professional development needs to be a priority. The purpose of this article is to first outline how professional development experiences can best be structured to support teachers' science learning, leading to quality science instruction and learning for students. This discussion highlights four key principles central to effective professional development: (1) Seeing professional development as a social enterprise; (2) Maximizing the social enterprise within democratic learning communities; (3) Seeing adults as active science learners; and (4) Development proceeding from science learners to science mentors. The author will demonstrate how to satisfy these same key principles when using an instructive framework for physical science professional development in early childhood education (preK-grade 2). (Contains 3 online resources.) (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10