Science and Mathematics Teachers’ Experiences, Needs, and Expectations Regarding Professional Development

Kathryn Chval,Gerard Ritzka,Enrique Pareja,Sandra Abell,Kusalin Musikul

doi:10.12973/ejmste/75304

Kathryn Chval, Gerard Ritzka + Show 3 more

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https://doi.org/10.12973/ejmste/75304

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Abstract

High quality teachers are essential to improving the teaching and learning of mathematics and science, necessitating effective professional development (PD) and learning environments for teachers. However, many PD programs for science and mathematics teachers fall short because they fail to consider teacher background, experience, knowledge, beliefs, and needs (Loucks-Horsley, Love, Stiles, Mundry, & Hewson, 2003). To develop more effective PD systems, it is necessary to assess and identify teachers’ PD needs, expectations, experiences and constraints. In this manuscript, we describe the findings from a study that examined the PD experiences, needs, expectations, and constraints of middle and high school science and mathematics teachers in one state in the U.S. We examine similarities and differences between science and mathematics teachers and among teachers from urban, suburban and rural schools. The findings from this study suggest that mathematics and science teachers participate in a minimal amount of PD and that a number of factors contribute to this reality. Furthermore, science and mathematics teachers do not experience effective PD learning environments described by Bransford, Brown & Cocking (2000) and there is a mismatch between teachers’ PD needs and experiences.

Highlights

To enhance science and mathematics learning in schools across the world, teachers need extensive opportunities to further develop knowledge and skills in both content and teaching in effective professional development (PD) settings (NRC, 1996; National Council of Teachers of Mathematics (NCTM), 1991)
The findings from this study suggest that mathematics and science teachers participate in a minimal amount of PD and that a number of factors contribute to this reality
This is similar to the results from the 2000 National Survey of Science and Mathematics Education (Weiss, Banilower, McMahon, & Smith, 2001) where 17–23% of grade 5–8 teachers and 31–45% of grade 9– 12 teachers reported participating in more than 35 hours of professional development in the last three years

Summary

Introduction

To enhance science and mathematics learning in schools across the world, teachers need extensive opportunities to further develop knowledge and skills in both content and teaching in effective professional development (PD) settings (NRC, 1996; NCTM, 1991). This requires the design of effective learning environments for teachers (Bransford, Brown, & Cocking, 2000), including the use of successful PD strategies The National Research Council’s (NRC) publication, How People Learn, provides a fourperspective framework for designing effective learning environments (Bransford, Brown, & Cocking, 2000) for teachers: Community-Centered: Values the search for meaning and understanding, builds collaborative relationships, and enhances participation in educational research and practice.

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