and Reflective Practice

A case is made that professional development activities in science, when designed as generic programs, can limit pathways individual teachers may take or even select to meet their specific professional development needs. The standards movement across the United States has created a real need for teacher learning. This need has created a critical examination of the practices employed by school districts across the country to provide sustained professional development opportuni-ties for teachers. There is a growing belief that professional development should be targeted and directly related to teachers ’ practice. This belief also focuses on the notion that professiona