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Journal of STEM Teacher Education

Abstract

This multi-case study explored the learning and collaboration of six Career and Technical Education (CTE) teachers in two different types of professional development experiences: (a) a course on integrating reading, writing, and mathematics skills into CTE curricula, delivered by a master teacher; and (b) a small teacher study group that met regularly for the purpose of improving teaching practice. Both professional development experiences occurred at a comprehensive senior high school and involved CTE and academic teachers. The study found that different types of teacher learning and collaboration occurred, depending on the context, process, content and structure of the professional development experience. While the integration course emphasized building knowledge and pedagogical expertise about integration, the study group focused on building professional knowledge and community through sharing and support. Both professional development activities provided teachers with opportunities to collaborate and to grow as professionals.

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