ERIC Number: EJ1038976
Record Type: Journal
Publication Date: 2014-Feb
Abstractor: As Provided
Reference Count: 45
An Investigation of How a Physics Professional Development Course Influenced the Teaching Practices of Five Elementary School Teachers
Harlow, Danielle B.
Journal of Science Teacher Education, v25 n1 p119-139 Feb 2014
This paper reports the results of an investigation of how a professional development content course based on the Physics and Everyday Thinking (PET) curriculum affected the teaching practices of five case study elementary school teachers. The findings of this study highlight different ways that teachers use what they learn in content courses to teach science to elementary children. While some teachers transferred pedagogical practices along with the content, others transformed the content to be useful in already existing pedagogical frameworks, and still others show little or no evidence of transfer. The range of transfer is explained by considering how each teacher interacted with the learning context (the PET curriculum) and their initial ideas about teaching science.
Descriptors: Physics, Science Instruction, Faculty Development, Program Effectiveness, Science Teachers, Elementary School Teachers, Teaching Methods, Teacher Attitudes, Transfer of Training, Science Curriculum
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A