A Blended Professional Development Model for Teachers to Learn, Implement, and Reflect on NGSS Practices

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Dare, E.A., Ellis, J.A., & Tyrrell, J.L. (2018). A blended professional development model for teachers to learn, implement, and reflect on NGSS practices. Innovations in Science Teacher Education, 3(3). Retrieved from https://innovations.theaste.org/a-blended-professional-development-model-for-teachers-to-learn-implement-and-reflect-on-ngss-practices/

by Emily A. Dare, Michigan Technological University; Joshua A. Ellis, Michigan Technological University; & Jennie L. Tyrrell, Michigan Technological University

Abstract

In this paper we describe a professional development project with secondary physics and physical science teachers. This professional development supported fifteen teachers in learning the newly adopted Next Generation Science Standards (NGSS) through integrating physical science content with engineering and engineering practices. Our professional development utilized best practices in both face-to-face and virtual meetings to engage teachers in learning, implementing, and reflecting on their practice through discussion, video sharing, and micro-teaching. This paper provides details of our approach, along with insights from the teacher participants. We also suggest improvements for future practice in professional development experiences similar to this one. This article may be of use to anyone in NGSS or NGSS-like states working with either pre- or in-service science teachers.

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