Professional development informs curriculum unm


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  • Only advanced technology, no consideration about social consequences.
  • If the right to education is fair. How can there be so few female, and people from other countries?Do they talk about these issues in the professional development. No, they don’t talk about these issues.The experts in NASA do not talk about gender and race in professional development.
  • In conclusion, Professional Development has both pros and cons. The drawback is schools lack resources and funding to buy the equipment that is needed to perform the activities. It is a top-down approach as well as central-periphery approach in which the experts give information to the teachers. At the end, the teachers have the responsibility in the classroom to teach the student, imply the knowledge that they gained in the professional development, thus professional development brings changes in the curriculum.
  • Professional development informs curriculum unm

    1. 1. New Mexico State UniversityCurriculum and InstructionRoshani Rajbanshi
    2. 2. Outline Introduction Analyze Professional Development Criticize Conclusion References Acknowledgement
    3. 3. IntroductionSeminars, trainings, workshops Teachersnew teaching strategies and techniques
    4. 4. Definition of Professional Development Zhao (2013) states that it was Holmes in 1986 whointroduced the concept of “Professional DevelopmentSchool” (p. 1628). Professional development is defined as “learningactivities and experiences educators engage, from pre-service education to retirement, in order to increasecareer related performances” (Cannon, 2013, p. 1). According to Schlager and Fusco (2003), professionaldevelopment is a way to provide information toteachers and to put knowledge into practice throughthe eyes of experts.
    5. 5. Professional Development Presented by NASA HRPEO Organized by SC2 Participants Las Cruces Public Schoolteachers Activity Lunar SurfaceInstrumentation, Physiology of the CirculationSystem, Diving Deep Down
    6. 6. Benefits of ProfessionalDevelopment Novice –(Clayton, 2007) Experienced teacher Improve teacher’s practice in school Hands on learning The purpose of professional development is to“develop, implement and share practices, knowledgeand values” so that students can achieve success(Schlager and Fusco, 2003, p.205).
    7. 7. Trends of Professional Development Face-to-face Online Hybrid ( a mixture of face-to-face and online).
    8. 8. OutcomeStudentsinterested in involved practicalmath & science activities knowledge Improve their score.
    9. 9. Curriculum Development Type II Curriculum Development (Short, 1983) Milieus-expert-dominated (NASA Math and Science @ Work) Generic (external to school and large scale) Limited adaptation Intended for specific school populations Science class
    10. 10. Curriculum Change The CP (Center-Periphery) Model (Schon, 1971) External to school Focus on diffusion (innovation→diffusion) A primary center (NASA Math and Science @ Work) Secondary centers (IEMSE) Top-down approach
    11. 11. Problems with ProfessionalDevelopment Minimal consideration to how teachers and schoolsactually adopt and implement an innovation (Marsh &Willis, 1999) Lack of funding and resources Ideas that may notbe practiced
    12. 12. Problems with ProfessionalDevelopment Neutral knowledge Knowledge without consideration forgender, race, religion, and social consequencesMoral knowledge (Hansen, 2007)
    13. 13. No female(gender)Only white people(race)
    14. 14. Conclusion Professional Development changes the curriculum Top-down approach Drawback of the Professional Development as the lackof resources and funding because of which teacherscannot implement the knowledge in the class. Allow teachers to implement the practical knowledgein the classroom Professional Development informs the curriculum byinfluencing the teachers who have the soleresponsibility of the classroom
    15. 15. Acknowledgement Shenglun Cheng Yun He
    16. 16. References Brooks, M. G. (1991). Centralized curriculum: Effects on the local school level. In M. F. Klein (Ed.),The politics of curriculum decision-making: Issues in centralizing the curriculum. Albany: StateUniversity of New York Press. Clayton, C.D. (2007). Curriculum Making as Novice Professional Development: Practical risk takingas learning in high stakes times. Journal of Teacher Education, 58(3), 216-228. Hansen, D.T. (2007). John Dewey and a curriculum of moral knowledge. Curriculum and TeachingDialogue, 9 (1-2), 173-181. Lampert, M. (2010). Learning Teaching in, from, and for Practice: What do we mean? Journal ofTeacher Education, 61 (1-2), 21-34. Marsh, C. J., & Willis, G. (1999). Curriculum: alternative approaches, ongoing issues. London:Prentice-Hall International. Schon, D. A. (1971). Beyond the stable state. London: Penguin. Short, E. C. (1983). The forms and use of alternative curriculum development strategies: Policyimplications. Curriculum Inquiry, 13 (1), 43-64. Zhao, Y. (2013). A probe into psychological training for professionalization development of collegeteachers. Research Journal of Applied Sciences, Engineering and Technology 5(5): 1627-1632. Cannon, J. G., Kitchel, A. & Duncan, D. W.(2013). Perceived professional development needs of idahosecondary career and technical education teachers: Program management. Online Journal forWorkforce Education and Development, 4(1). Schlager, M.S. & Fusco, J. (2003). Teacher professional development, technologies and community ofpractice: Are we putting the cart before the horse. The Information Society, 19, 203-220.
    17. 17. Thank you