Teachers Teaching Teachers: In-School Professional Development Integrating Mathematics, Science, and Technology Learning

• In Event: Poster Session 19
  In Poster Session: Supporting, Challenging, and Shifting Teacher Practice in STEM

Abstract

A Master’s program for practicing teachers culminated in capstone projects in which teachers designed, facilitated, and evaluated professional development (PD) that engaged school colleagues in integrating mathematics, science, and technology. This study examined the process by which the teachers undertook their professional development projects, their designs for these projects, their projects’ outcomes, and their reflections upon their experiences as providers, rather than consumers, of professional development services. The teachers found that colleagues increased their proficiencies in using technology and somewhat increased their proficiencies in designing lessons using the technology featured in the PD sessions. Of 16 teachers, 12 have indicated assuming leadership for professional development integrating technology in math and/or science instruction within their schools and/or districts.

Authors

• Emily H. Van Zee, Oregon State University

• Henry Gillow-Wiles, Oregon State University

• Nancy Staus, Oregon State University

• Margaret L. Niess, Oregon State University