. "Appendix A: Standards for Teacher Development and Professional Conduct." Educating Teachers of Science, Mathematics, and Technology: New Practices for the New Millennium. Washington, DC: The National Academies Press, 2000.
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Educating Teachers of Science, Mathematics, and Technology: New Practices for the New Millenium
Connect and integrate all pertinent aspects of science and science education.
Occur in a variety of places where effective science teaching can be illustrated and modeled, permitting teachers to struggle with real situations and expand their knowledge and skills in appropriate contexts.
Address teachers’ needs as learners and build on their current knowledge of science content, teaching, and learning.
Use inquiry, reflection, interpretation of research, modeling, and guided practice to build understanding and skill in science teaching.
Professional development for teachers of science requires building understanding and ability for lifelong learning. Professional development activities must
Provide regular, frequent opportunities for individual and collegial examination and reflection on classroom and institutional practice.
Provide opportunities for teachers to receive feedback about their teaching and to understand, analyze, and apply that feedback to improve their practice.
Provide opportunities for teachers to learn and use various tools and techniques for self-reflection and collegial reflection, such as peer coaching, portfolios, and journals.
Support the sharing of teacher expertise by preparing and using mentors, teacher advisers, coaches, lead teachers, and resource teachers to provide professional development opportunities.
Provide opportunities to know and have access to existing research and experiential knowledge.
Provide opportunities to learn and use the skills of research to generate new knowledge about science and the teaching and learning of science.
Professional development programs for teachers of science must be coherent and integrated. Quality preservice and inservice programs are characterized by
Clear, shared goals based on a vision of science learning, teaching, and teacher development congruent with the National Science Education Standards.
Integration and coordination of the program components so that understanding and ability can be built over time, reinforced continuously, and practiced in a variety of situations.
Options that recognize the developmental nature of teacher professional growth and individual and group