Kennedy (1999) pointed out the importance of pedagogical
content knowledge for science teaching. The significance
of developing knowledge and strategies beyond
subject content should be valued by STM teachers. Professional
development that is closely aligned with practice
helps teachers address student learning objectives and
misconceptions (Penuel et al. 2007). For teachers to make
substantial changes in their classroom practices, a considerable
amount of professional development is needed
(Wei et al. 2009). However, the results from this study indicate
that STM teachers tend to engage in fewer professional
development opportunities regarding students with
categorical disabilities, as well as LEP, than the remainder
of the teaching population. Even among the STM teachers
indicating engagement in the categorical professional development
opportunities, fewer hours of participation
were reported.
Technology education teachers are more closely aligned
with the broader teacher population than science educators
and mathematics educators, although technology educators
are the least likely to actually participate in LEP
professional development. The naturally integrative nature
of technology education paired with its absence of required
accountability testing may have resulted in its close
alignment with the broader educational community in that
it possesses some notable intersections and similar professional
requirements and needs. Through general observation,
there are a multitude of professional development
opportunities for STM educators. However, many of these
tend to be initiative-based or content-specific. This current
trend in professional development offerings could be a
contributing factor in STM educators not being active
participants in practice-centric opportunities. Wei et al.
(2010) reported that national investments in teacher learning
regarding teaching LEP and students with disabilities
appear to trend toward focusing on ineffective short-term
workshops. Teachers, especially science and mathematics
educators, should be encouraged to participate in and be
offered more opportunities of quality practice-oriented
professional development. A limitation of the data collected
is the inability to elaborate on the types of activities
that teachers attended. Teachers evaluated the utility of all
the professional development activities they have participated
in targeting students with disabilities and LEP during
the school year.