Curriculum and Practice of an Innovative Teacher Professional Development Program
Purchase or Subscription required for access
Purchase individual articles and papers
Subscribe for faster access!
Subscribe and receive access to 100,000+ documents, for only $19/month (or $150/year).
Already have access?
Institutional Subscription
You don't appear to be accessing the site through a subscribing institution (your IP address is 44.197.113.64).
If your university, college, or library subscribes to LearnTechLib, you may be able access full text articles through a login page.
You can search for your instition by name or by location.
Authors
JCMST Volume 36, Number 3, September 2017 ISSN 0731-9258
Abstract
The MSUrbanSTEM fellowship program provides exemplary urban STEM teachers the opportunity to engage in transformative instructional and leadership experiences that support the advancement of their teaching practice. In this chapter, we provide a foundational examination of the development and implementation of a curriculum for this innovative program. This includes an exploration of how the TPACK framework is modeled for the fellows in order to create community of practice for Chicago Public School teachers interested in creating authentic learning experiences for their students. Further we examine how the teacher’s expectations inform the development of the curriculum and define what it means to explore, create, and share as praxis in an urban context.
Citation
Horton, A., Shack, K. & Mehta, R. (2017). Curriculum and Practice of an Innovative Teacher Professional Development Program. Journal of Computers in Mathematics and Science Teaching, 36(3), 237-254. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/p/180386.
© 2017 AACE