Broadening Astronomy Education through Professional Development

Abstract

Abstract We report on the processes and findings related to the iterative design of the San Antonio Teacher Training Astronomy Academy (SATTAA). In particular, we show how the initial iteration in 2018, limited to only future (or preservice) secondary school STEM teachers, broadened to include current (or in-service) secondary school teachers in 2019, and then added primary school pre- and in-service teachers in 2020. The participants of all three years are now part of a community of practice that continues to engage in astronomy education in varied ways.