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Using Prompted Praxis to Improve Teacher Professional Development in Culturally Diverse Schools
Author(s) -
Rodriguez Alberto J.,
Zozakiewicz Cathy,
Yerrick Randy
Publication year - 2005
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2005.tb18054.x
Subject(s) - praxis , professional development , pedagogy , teacher education , faculty development , intervention (counseling) , mathematics education , science education , psychology , sociology , political science , psychiatry , law
Recent science and teacher education reports continue to stress the need for radical changes in the way teachers are prepared to teach science to diverse learners. In response, a three‐year intervention project was developed to help teachers in culturally diverse schools transform their science teaching practices using learning technologies. Many challenges arose that called for strategies to further manage the progress of the project. This paper describes how one of those strategies, “prompted praxis,” was used to manage two of the main challenges encountered, the teachers' following through with their professional development goals and our own sense of urgency to effect change .