107 0

Supporting Science Teachers in Alignment with State Curriculum Standards through Professional Development: Teachers' Preparedness, Expectations and Their Fulfillment

Title
Supporting Science Teachers in Alignment with State Curriculum Standards through Professional Development: Teachers' Preparedness, Expectations and Their Fulfillment
Author
신태섭
Keywords
Professional d 0000005E evelopment; Problem-based learning; Science teacher education; Curriculum alignment; Standards-based reform
Issue Date
2011-05
Publisher
JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY,20(4),422-434
Citation
ournal of Science Education and Technology, 20(4),422-434
Abstract
Since A Nation at Risk was released in the 1980s, standards-based reform has been the most dominant trend in American educational policy, and the No Child Left Behind Act pushed the trend further by requiring states to develop rigorous curriculum standards. Though much has been said about these new standards, less has been said about whether or how well professional development helps teachers link their instruction to these standards. This study examined the impact of a professional development program for K-12 science teachers in helping teachers meet state curriculum standards. Seventy-five science teachers in Michigan participated in a 2-week summer workshop that used Problem-Based Learning for improving teachers' content knowledge and pedagogical content knowledge. Researchers surveyed participating teachers about the change of teachers' preparedness for standards-based teaching, their expectations to meet state curriculum standards, and whether their expectations were met. In addition, the usefulness of workshop activities was examined. Data analysis showed that to align teaching with state curriculum standards, participating teachers expected to learn instructional strategies and enhance science content knowledge through professional development, and by and large their expectations were well met. Collaboration with colleagues and facilitators helped teachers achieve their goals in terms of teaching within state curriculum standards. These findings have important implications for designing professional development to help teachers align instruction with curriculum standards.
URI
http://eds.b.ebscohost.com/eds/detail/detail?vid=0&sid=777d0de6-9e2b-476e-84bd-00a60702c02e%40sessionmgr103&bdata=Jmxhbmc9a28mc2l0ZT1lZHMtbGl2ZQ%3d%3d#AN=edsjsr.41499410&db=edsjsrhttp://hdl.handle.net/20.500.11754/41052
ISSN
1059-0145; 1573-1839
DOI
10.1007/s10956-011-9308-1
Appears in Collections:
OFFICE OF ACADEMIC AFFAIRS[S](교무처) > ETC
Files in This Item:
There are no files associated with this item.
Export
RIS (EndNote)
XLS (Excel)
XML


qrcode

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.

BROWSE