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Direct linkMcFadden, Justin; Ellis, Joshua; Anwar, Tasneem; Roehrig, Gillian – Journal of Science Education and Technology, 2014
The development of teachers as reflective practitioners is a central concept in national guidelines for teacher preparation and induction (National Council for Accreditation of Teacher Education 2008). The Teacher Induction Network (TIN) supports the development of reflective practice for beginning secondary science teachers through the creation…
Descriptors: Reflective Teaching, Secondary School Teachers, Beginning Teachers, Communities of Practice
McConnell, Tom J.; Parker, Joyce M.; Eberhardt, Jan; Koehler, Matthew J.; Lundeberg, Mary A. – Journal of Science Education and Technology, 2013
Research suggests that professional development that engages teachers in instructional inquiry over an extended time through collaborative professional learning communities (PLCs) is effective in improving instruction and student achievement. Still, most professional development is offered as short-duration workshops that are not effective in…
Descriptors: Distance Education, Videoconferencing, Barriers, Inquiry
Kim, Hye Jeong; Herbert, Bruce – Journal of Science Education and Technology, 2012
Different interpretations of scientific inquiry exist between the two different communities of scientists and science teachers. Thus, in order to achieve a successful partnership between science teachers and scientists in establishing effective communities of practice, the framework for instructional practice in teacher professional development…
Descriptors: Communities of Practice, Science Teachers, Beginning Teachers, Scientists
