This study examined some long-term impacts of a professional development program, Teachers in the Woods. Several outcomes of the program were acknowledged by participants as having been valuable: a network of like-minded teachers, a network of scientists and teachers, and an increase in teachers' ecological knowledge and field skills. The authors made 3 observations with regard to professional development. First, engaging teachers in real-world field science research is an effective way for them to gain ecological knowledge and skills. Second, the collegiality among teachers and scientists developed during the period of field work can enhance science learning. Third, collegiality among teachers provides opportunities to discuss pedagogy-related issues. Both aspects of collegiality provide support mechanisms that sustain teachers' efforts to modify their teaching practices.
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Acknowledgment
The program highlighted in this report was funded by National Science Foundation grants #9619052 and #0101957. The follow-up study described in this report was funded by a Portland State University Faculty Enhancement grant. The results and conclusions reported here are those of the authors and do not necessarily reflect the views of the National Science Foundation.
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Dresner, M., Worley, E. Teacher Research Experiences, Partnerships With Scientists, and Teacher Networks Sustaining Factors From Professional Development. J Sci Teacher Educ 17, 1–14 (2006). https://doi.org/10.1007/s10972-005-9000-5
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DOI: https://doi.org/10.1007/s10972-005-9000-5