STEP UP to networks for science teacher professional development

Conclusion

Enhancement of the professional status of teachers, support for exemplary teaching methods, and encouragement of science teacher professionalism and life-long development opportunities are receiving increased attention (National Research Council, 1993; NSTA, 1993). While a variety of support mechanisms and structural changes in schooling may be necessary to effect significant long-term change, teachers’ networking capacity can be significantly enhanced via networks focused on teachers helping teachers. Clearly, the teachers in the field and the funding agencies consider STEP UP’s operating philosophy to be effective.

“Our present plight did not appear overnight, and the responsibility for our current situation is widespread. Reform of our educational system will take time and unwavering commitment. It will require equally widespread, energetic, and dedicated action...” (Gardner, 1983, p. 36). Our nation may be at risk, but as the Chinese symbol for risk suggests, we also are at a time of great opportunity. Opportunities that are enhanced when isolated teacher-islands are encouraged to build interconnecting bridges via networks.

This article is based on work partially supported by Dwight D. Eisenhower/Title II funds. Any opinions, findings, and conclusions or recommendations expressed in this article are those of the authors and do not necessairly reflect the views of Title II.

This article is based on work partially supported by Dwight D. Eisenhower/Title II funds. Any opinions, findings, and conclusions or recommendations expressed in this article are those of the authors and do not necessairly reflect the views of Title II.