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Designed to assist science educators in improving inservice teacher education, this yearbook contains resources and ideas addressing the application of recent research into a format suitable for practitioners. The eight chapters comprising the document deal with: (1) meeting the needs of science teachers for continuing education; (2) guidelines for effective science teacher inservice (including perspectives from research); (3) assessing teachers needs for inservice; (4) a paradigm for staff development planning; (5) structures for the delivery of inservice program models; (6) the evaluation of staff development (with an emphasis on staff development becoming a process rather than an event); (7) a planners guide to inservice; and (8) a response to the entire document. Examples of inservice needs assessments, time inservice plans, and checklists are provided.
DOCUMENT RESUME SE 048 734 ED 288 722 AUTHOR TITLE INSTITUTION PUB DATE NOTE AVAILABLE FROM PUB TYPE Spector, Barbara S., Ed A Guide to Inservice Science Teacher Education: Research into Practice 1986 AETS Yearbook Association for the Education of Teachers in Science.; Ohio State Univ., Columbus, Ohio Information Reference Center for Science, Mathematics, and Environmental Education Jan 87 173p SMEAC Information Reference Center (SMEAC/IRC), The Ohio State University, 1200 Chambers Road, 3rd Floor, Columbus, OH 43212 ($7.50) Reports - Descriptive (141) Information Analysis (070) EDRS PRICE DESCRIPTORS MF01/PC07 Plus Postage Continuing Education; *Elementary School Science; Elementary Secondary Education;" Guidelines; *Inservice Teacher Education; Instructional Improvement; Models; Professional Associations; Science Education; Science Instruction; *Science Teachers; *Secondary School Science; Staff Development; *Theory Practice Relationship ABSTRACT Designed to assist science educators in improving inservice teacher education, this yearbook contains resources and ideas addressing the application of recent research into a format suitable for practitioners The eight chapters comprising the document deal with: (1) meeting the needs of science teachers for continuing education; (2) guidelines for effective science teacher inservice (including perspectives from research); (3) assessing teachers' needs for inservice; (4) a paradigm for staff development planning; (5) structures for the delivery of inservice program models; (6) the evaluation of ltaff development (with an emphasis on staff Oevelopment becoming a process rather than an event); (7) a planner's guide to inservice; and (8) a response to the entire document Examples of inservice needs assessments, time inservice plans, and checklists are provided (TW) *********************************************************************** * * Reproductions supplied by EDRS are the best that can be made * * from the original document *********************************************************************** U S DEPARTMENT OF EDUCATION Office of Educat'onal F 'search and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) ItS