‘This third edition represents the gold standard of resources for those working in the field of professional development. My staff and I highly recommend this book as a primary resource for designing and continuously improving professional development programs for teachers of science and mathematics. Unlike other resources, this unique and important book provides current research, an updated strategic planning framework, and access to a portfolio of best practices for informing your work.’
—Sally Goetz Shuler, Executive Director
National Science Resources Center
‘In the 21st century when STEM education has become vital for our students and our nation and the importance of quality professional development has increased at least tenfold, this seminal work should be required reading for every education leader. It is both practical and scholarly in guiding a school toward a culture of continuous learning and improvement.’
—Harold Pratt, President, Science Curriculum Inc.
Former President, National Science Teachers Association
The classic guide for designing robust science and mathematics professional development programs!
This expanded edition of one of the most widely cited resources in the field of professional learning for mathematics and science educators demonstrates how to design professional development for teachers that is directly linked to improving student learning. Presenting an updated professional development (PD) planning framework, the third edition of the bestseller reflects current research on PD design, underscores how beliefs and local factors can influence the PD design, illustrates a wide range of PD strategies, and emphasizes the importance of:
- Continuous program monitoring
- Combining strategies to address diverse needs
- Building cultures that sustain learning
An inspiring blend of theory and practical wisdom, Designing Professional Development for Teachers of Science and Mathematics remains a highly regarded reference for improving professional practice and student achievement.
Table des matières
Foreword by Dennis Sparks
Acknowledgments
About the Authors
Introduction
What Has Happened Since the First and Second Editions
The Enduring Challenges of Professional Development
Carrying on Susan Loucks-Horsley’s Work
Purpose of the Book
Changes in the Third Edition
The Audience for This Book
Organization of the Book
How to Use This Book
Values Shared by the Authors
1. A Framework for Designing Professional Development
Inputs Into the Design Process
The Design and Implementation Process
2. Knowledge and Beliefs Supporting Effective Professional Development
Learners and Learning
Teachers and Teaching
The Nature of Science and Mathematics
Adult Learning and Professional Development
The Change Process
3. Context Factors Influencing Professional Development
Students and Their Learning Needs
Teachers and Their Learning Needs
Curriculum, Instruction, Assessment Practices, and the Learning Environment
Organizational Culture and Professional Learning Communities
Leadership
National, State, and Local Policies
Available Resources
Families and Communities
Resources for Investigating Context
4. Critical Issues to Consider in Designing Professional Development
Building Capacity for Sustainability
Making Time for Professional Development
Developing Leadership
Ensuring Equity
Building a Professional Learning Culture
Garnering Public Support
Scaling Up
5. Strategies for Professional Learning
Selecting Strategies for a Professional Development Structures
A Repertoire of Stratgies for Professional Learning
6. The Design Framework in Action
Tapping the Knowledge Bases, Framing Beliefs: ‘We Stood on the Shoulders of Giants’
Knowledge and Beliefs About the Nature of Learning and Teaching Mathematics and Science
Equity Matters: ‘All Humans Are Educable’
Knowledge and Beliefs About Teachers
Knowledge of Effective Professional Development
Knowledge of the Change Process
Reflect and Revise: Experience as a Source of Knowledge
Making Compromises
Context
The Professional Development Design Process
Design Framework in Action: Cases
References
Index
A propos de l’auteur
Peter W. Hewson is Professor of Science Education at the University of Wisconsin–Madison. He is also the director of a project to develop collaborative research in science and mathematics education between South Africa and the United States. He has been a principal investigator on several other federally funded multiyear projects in science education. As Codirector of the Professional Development Project of the National Institute for Science Education, he coauthored the first edition of Designing Professional Development for Teachers of Science and Mathematics (1998). He teaches in the undergraduate teacher education and graduate science education programs and coordinates a professional development school in Madison. He has been deeply involved in the development of a conceptual change framework and its application to the learning and teaching of science. He has also studied initial teacher education and the continuing professional development of practicing teachers. He has published numerous articles on these and related topics. He received his D.Phil. in theoretical nuclear physics from Oxford University, and he taught physics and science education in South Africa before moving to the United States.
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