Investigating the Impact of Science Teacher Professional Development | From Views on Teaching and Learning to Influences on Teaching Practice

Todd Campbell

ISBN 10: 3838361490 / ISBN 13: 9783838361499

Published by LAP LAMBERT Academic Publishing, 2010

About this Item

Investigating the Impact of Science Teacher Professional Development | From Views on Teaching and Learning to Influences on Teaching Practice | Todd Campbell | Taschenbuch | 216 S. | Englisch | 2010 | LAP LAMBERT Academic Publishing | EAN 9783838361499 | Verantwortliche Person für die EU: BoD - Books on Demand, In de Tarpen 42, 22848 Norderstedt, info[at]bod[dot]de | Anbieter: preigu.

Seller Inventory # 101110150

Bibliographic Details

• Title: Investigating the Impact of Science Teacher Professional Development | From Views on Teaching and Learning to Influences on Teaching Practice
• Publisher: LAP LAMBERT Academic Publishing
• Publication Date: 2010
• Language: English
• ISBN 10: 3838361490
• ISBN 13: 9783838361499
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 220W x 150H x 13D millimeters 220 millimeters width by 150 millimeters height by 13 millimeters depth
• Weight: 340 grams
• Seller catalogs:
  • Bücher

About this title

Synopsis

Science Teacher Professional Development This book details the challenges of science teaching, as well as challenges of professional developers as they engage teachers in professional development framed by reform outlined in standards documents. A concise articulation of problems faced by teachers and professional developers is outlined before being contextualized in science education literature. This is followed by an investigation into the effectiveness of professional development for science teachers, specifically focusing on 1) science teachers views on teaching and learning, 2) science teachers classroom practice, and 3) the impact of science teacher classroom practice on student actions in science classrooms. The implications of this research for science teacher professional developers are then shared before a vision is outlined for research needed to inform future science teacher professional development supportive of reformed teaching outlined in national standards documents.