Reflective Processes During and Reflections After Teachers’ Professional Development Sessions

• In Event: Teacher Professional Development and Collaboration

Abstract

This paper discusses findings from a STEM Teacher PD for elementary school teachers. To date, there is a lack of research that examines how teachers describe the learning processes during PDs. Also scarce is research on how, if at all, school administration or school districts support their desire to adopt or integrate STEM content into the school. The contribution of micro-process studies, such as reflective processes within PD that are central to learning, is also lacking sufficient attention in literature. Therefore, the examination of the content of the reflections in this study adds to the limited body of literature which examines how the PDs can help not only teachers, but also the school administrators in achieving their overarching goal through PDs.

Authors

• Chynar Amanova, Northern Illinois University

• Kristin Brynteson, Northern Illinois University