Professional Development Informs Curriculum

New Mexico State UniversityCurriculum and Instruction

Roshani Rajbanshi

OutlineIntroductionAnalyze Professional DevelopmentCriticizeConclusionReferencesAcknowledgement

IntroductionSeminars, trainings, workshops

Teachers

new teaching strategies and techniques

Definition of Professional DevelopmentZhao (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.

Professional DevelopmentPresented by NASA HRPEOOrganized by SC2Participants Las Cruces Public

School teachersActivity Lunar Surface

Instrumentation, Physiology of the Circulation System, Diving Deep Down

Benefits of Professional DevelopmentNovice –(Clayton, 2007)Experienced teacherImprove teacher’s practice in schoolHands on learningThe 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).

Trends of Professional DevelopmentFace-to-faceOnlineHybrid ( a mixture of face-to-face and online).

Outcome Students

interested in involved practical math & science activities knowledge

Improve their score.

Analysis of Professional Development

Curriculum DevelopmentType 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 populationsScience class

Curriculum ChangeThe CP (Center-Periphery) Model (Schon,

1971)External to schoolFocus on diffusion (innovation→diffusion)A primary center (NASA Math and Science @

Work)Secondary centers (IEMSE)

Top-down approach

Drawbacks

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

Problems with Professional Development Neutral knowledge

Knowledge without consideration for gender, race, religion, and social consequences Moral knowledge (Hansen, 2007)

No female (gender)

Only white people (race)

ConclusionProfessional 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

AcknowledgementShenglun Cheng Yun He

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.

Thank you