4. Definition of Professional Development
Zhao (2013) states that it was Holmes in 1986 who
introduced the concept of “Professional Development
School” (p. 1628).
Professional development is defined as “learning
activities and experiences educators engage, from pre-
service education to retirement, in order to increase
career related performances” (Cannon, 2013, p. 1).
According to Schlager and Fusco (2003), professional
development is a way to provide information to
teachers and to put knowledge into practice through
the eyes of experts.
5. Professional Development
Presented by NASA HRPEO
Organized by SC2
Participants Las Cruces Public School
teachers
Activity Lunar Surface
Instrumentation, Physiology of the Circulation
System, Diving Deep Down
6. Benefits of Professional
Development
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, knowledge
and values” so that students can achieve success
(Schlager and Fusco, 2003, p.205).
7. Trends of Professional Development
Face-to-face
Online
Hybrid ( a mixture of face-to-face and online).
11. 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
12. 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
13.
14.
15. Problems with Professional
Development
Minimal consideration to how teachers and schools
actually adopt and implement an innovation (Marsh &
Willis, 1999)
Lack of funding and resources Ideas that may not
be practiced
16. Problems with Professional
Development
Neutral knowledge
Knowledge without consideration for
gender, race, religion, and social consequences
Moral knowledge (Hansen, 2007)
18. Conclusion
Professional Development changes the curriculum
Top-down approach
Drawback of the Professional Development as the lack
of resources and funding because of which teachers
cannot implement the knowledge in the class.
Allow teachers to implement the practical knowledge
in the classroom
Professional Development informs the curriculum by
influencing the teachers who have the sole
responsibility of the classroom
20. 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: State
University of New York Press.
Clayton, C.D. (2007). Curriculum Making as Novice Professional Development: Practical risk taking
as 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 Teaching
Dialogue, 9 (1-2), 173-181.
Lampert, M. (2010). Learning Teaching in, from, and for Practice: What do we mean? Journal of
Teacher 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: Policy
implications. Curriculum Inquiry, 13 (1), 43-64.
Zhao, Y. (2013). A probe into psychological training for professionalization development of college
teachers. 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 idaho
secondary career and technical education teachers: Program management. Online Journal for
Workforce Education and Development, 4(1).
Schlager, M.S. & Fusco, J. (2003). Teacher professional development, technologies and community of
practice: Are we putting the cart before the horse. The Information Society, 19, 203-220.
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.
