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Professional development informs curriculum unm

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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

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