Abstract
Reform in science education is a slow process. Current professional development experiences may slow the process even more if modeled after traditional top down approaches. The common practice of inviting “experts” to deal with specific local issues supports a covert message that classroom teachers are not capable of meeting the challenges of reform with the resources and expertise provided by their immediate community or network. What is being proposed here is not radical but merely an adjustment in thinking about learning at any level. In any given teacher network, the teachers overall are both highly educated in content and pedagogy, it makes sense to allow them the opportunity to address the obstacles of reform and provide assistance when requested; not mandate professional development that may or may not address the needs of teacher, school or district.
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Lead Editor: A. J. Gallard Martinez.
This review essay addresses issues raised in Martin Krabbe Sillasen and Paola Valero’s paper entitled: Municipal consultants’ participation in building networks to support science teachers’ work. Cultural Studies of Science Education. doi:10.1007/s11422-012-9478-z.
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Roseler, K., Dentzau, M.W. Teacher professional development: a different perspective. Cult Stud of Sci Educ 8, 619–622 (2013). https://doi.org/10.1007/s11422-013-9493-8
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DOI: https://doi.org/10.1007/s11422-013-9493-8