Abstract
In order to meet the needs of elementary in-service teachers, renovated professional learning, including the components of the Effective Science Professional Development Model is vital. Increasing teachers’ pedagogical content knowledge, engaging teachers in investigations, school-year coaching with the underlying theme of collaboration are encompassed in the four key components of the renovated model. Experiences shared in the article, the successes and challenges of implementing professional development with the focus of shifting science education to hands-on investigations in doing science, provide leaders in science education the opportunity to explore effective professional development opportunities and utilize this model in their schools to enhance the teaching and learning of science education.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Thiele, Julie and Bogdon, Ollie
(2020)
"Renovating Science Professional Development to Meet Teachers’ Needs,"
The Advocate:
Vol. 25:
No.
2.
https://doi.org/10.4148/2637-4552.1135
Included in
Elementary Education Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Secondary Education and Teaching Commons
