Curriculum and Practice of an Innovative Teacher Professional Development Program

摘要

The MSUrbanSTEM fellowship program provides exemplary urban STEM teachers the opportunity to engage in transformative instructional and leadership experiences that support the advancement of their teaching practice. In this article, we provide an examination of the development and implementation of a curriculum for this innovative program. This includes an exploration of how the TPACK framework is modeled for the teacher participants in order to create community of practice for Chicago Public School teachers interested in creating authentic learning experiences for their students. Further, we examine how the teachers' expectations inform the development of the curriculum and define what it means to explore, create, and share as praxis in an urban context.