Developing Teacher Leaders in Science: Catalysts for Improved Science Teaching and Student Learning

Abstract

in our recent educational history brought to center stage the important role of professional development. Recognizing that science teachers represent the major link between the curriculum and student learning, expert practitioners, researchers, and policy makers emphasize professional development as an essential mechanism for deepening teachers ’ content knowledge and developing their teaching practices. Professional development has traditionally focused on the need to enhance and enrich teachers ’ content knowledge. Subsequent to the release of the National Science Education Standards (National Research Council, 996), an increased emphasis on pedagogical knowledge has found a prominence in the role of professional development. Building on teachers’ renewed grasp of content knowledge and inquiry-based pedagogy, an expanding view of professional development has incorporated a leadership component in which educators are recognizing the need for science teachers to become leaders within their own school and school district to advance reform efforts and impact student learning (Guskey,