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Designing Professional Development Opportunities for Teachers that Foster Collaboration, Capacity Building and Reflective Practice
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Klentschy, Michael P. – Science Educator, 2005
A case is made that professional development activities in science, when designed as generic programs, can limit pathways individual teachers may take or even select to meet their specific professional development needs. Teacher professional development programs in science have consistently been designed to address system wide needs. These needs…
Descriptors: Science Teachers, Faculty Development, Professional Development, Pedagogical Content Knowledge