Developing Science and Mathematics Teacher Leaders through a Math, Science & Technology Initiative
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| Title: | Developing Science and Mathematics Teacher Leaders through a Math, Science & Technology Initiative |
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| Language: | English |
| Authors: | Green, André M., Kent, Andrea M. |
| Source: | Professional Educator. Spr 2016 40(1). |
| Availability: | Truman Pierce Institute. 108 Ramsay Building, Auburn University, Auburn, AL 36849-5218. Tel: 334-844-4488; Fax: 334-844-5785; e-mail: educate@auburn.edu; Web site: http://www.theprofessionaleducator.org/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | STEM Education, Science Course Improvement Projects, Mathematics Teachers, Science Teachers, Teacher Leadership, Leadership Training, Pedagogical Content Knowledge, Qualitative Research, Online Surveys, Faculty Development, Teaching Styles, Inquiry, Self Efficacy, Participant Satisfaction, Teacher Collaboration, Barriers, Fellowships, Elementary School Teachers, Supervisor Supervisee Relationship |
| ISSN: | 0196-786X |
| Abstract: | This study explores the effects of a professional development teacher leadership training program on the pedagogical and content development of math and science teacher leaders at the elementary level. The study is qualitative in nature, and the authors collected data using the online survey instrument Survey Monkey. The major implications of the study are twofold: (a) The professional development training that the fellows received enhanced their pedagogical and content knowledge and provided them the necessary experience to be effective teacher leaders; and (b) meaningful teacher leader-teacher relationships have a positive impact on teachers embracing an inquiry-based style of teaching using a Math, Science, and Technology Initiative program. |
| Abstractor: | As Provided |
| Entry Date: | 2016 |
| Accession Number: | EJ1103358 |
| Database: | ERIC |
| Abstract: | This study explores the effects of a professional development teacher leadership training program on the pedagogical and content development of math and science teacher leaders at the elementary level. The study is qualitative in nature, and the authors collected data using the online survey instrument Survey Monkey. The major implications of the study are twofold: (a) The professional development training that the fellows received enhanced their pedagogical and content knowledge and provided them the necessary experience to be effective teacher leaders; and (b) meaningful teacher leader-teacher relationships have a positive impact on teachers embracing an inquiry-based style of teaching using a Math, Science, and Technology Initiative program. |
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| ISSN: | 0196-786X |
