• 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.

STANDARD C:

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.

STANDARD D:

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



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