Professional
development should include the continual exploration of how learning occurs,
how it can be facilitated, and how to provide environments and opportunities
that are responsive to the needs of students.
Effective professional development programs, both preservice and inservice, integrate and incorporate current theories and research of the disciplines and the behavioral, cognitive, and social sciences as they relate to mathematics and science learning. A thorough understanding of the constructivist theory of learning, the diversity of learning styles present in every classroom, and the multiple intelligences within individual learners are critical pieces of the knowledge of learning that effective mathematics and science teachers possess.
Effective preservice and continuing education provides mathematics and science teachers with a deep and current understanding of students as learners by developing teachers' knowledge of:
The importance of teachers' knowledge of how students learn cannot be overemphasized. A thorough understanding of children's intellectual, social, and emotional development is critical to effective teaching. Such knowledge gives direction to the kinds of learning environments that teachers create, the tasks they select, and the discourse that they foster.
Skilled mathematics and science teachers have a solid understanding of their disciplines and of learning theories. Learning is an active, dynamic, and continuous process that is both an individual and a social experience. Effective teachers know that learners build a variety of perceptions as they learn. Some of these are confused or incomplete; others remarkably rich.
Teachers need opportunities to examine and anticipate children's thinking about mathematics and science, so that they can select or create experiences that can help children develop their understanding. Developing multiple perspectives of students as learners enables teachers to build learning environments in which students can learn with appropriate support and acceptance.
Language and culture affect thinking and behavior. Language and its role in students' understanding of and doing mathematics and science need attention in programs for the development of teachers. Teachers' knowledge of their students' cultural backgrounds and the implication of this knowledge for their teaching is a crucial part of understanding students as learners.
The Pacific standards are based upon a vision that calls for mathematical and scientific literacy for all. Teacher expectations are founded on knowledge and beliefs about who their students are and what they can do. These beliefs and expectations often become barriers to achieving literacy for all. Teachers need knowledge about, and experience with, using a variety of strategies that allow and encourage all students to succeed in a heterogeneous environment. Professional development programs for teachers need to provide access to the literature that addresses the problem of involving all in the study of mathematics and science and identifies successful intervention strategies.
The inequities that are found in the classrooms are often subtle and not intentional, and yet they exist. Are there gender, cultural, or racial differences in a teacher's interactions with students in the classroom? Grouping of students, classroom climate, choice of materials, topics, activities, assessment, and teaching strategies all have impact on how effectively all students see themselves as involved members of the class. Teachers need help in learning to monitor classroom interactions, in order to reveal and remedy inequities of all kinds. Videotaping instances of positive and negative feedback, disciplinary and social interactions, listing names of students who do not and who do receive attention can provide insights into unconsciously biased behaviors. If inequities are identified, then strategies need to be developed to help a teacher address these concerns. Such strategies can be discussed in professional development activities for teachers. A genuine respect for and understanding of students as individuals and as participants in a learning community is essential to promoting experiences for all students in mathematics and science.
Context, as it relates to students' interest and experience, is important to learning. Children moving toward scientific and mathematical literacy know how mathematics and science apply to the real world, to everyday life and how these subjects relate to other school curricula. The ability to recognize and include mathematical and scientific aspects of ethnic and cultural identity provides teachers with an additional tool to give students greater motivation for further study of the two disciplines. Connecting classroom mathematics and science to the community, the culture, and role models may motivate students toward greater participation in mathematics and science.