Chapter 10: Transformative Professional Development for In-Service Teachers: Enabling Change in Science Teaching to Meet the Needs of Hispanic English Language Learner Students

The challenges relating to the science achievement of Hispanic English language learners (ELLs) are a growing cause for concern in the United States. Teachers in the field have had few opportunities to learn about strategies that may make their science instruction more relevant for the increasingly diverse population of first-generation Hispanic students that enter their classrooms. This chapter presents the Transformative Professional Development (TPD) model as a potential approach to structuring professional development for in-service science teachers to improve their practice. Implementation of the TPD model has resulted in increased student learning of science and enhanced science teacher quality. Critical components of science teacher professional development programs will be shared and implications for future research discussed.