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ERIC Number: EJ1043219
Record Type: Journal
Publication Date: 2014
Pages: 24
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-1941-5257
Authentic Science Apprenticeship for In-Service Science Teachers: Participant Experiences, Reflections, Cognitive and Affective Outcomes, and Connections to Practice
Kazempour, Mahsa; Amirshokoohi, Aidin
Professional Development in Education, v40 n5 p855-878 2014
The success of science education reform initiatives depends considerably on the teachers. Effective professional development opportunities have been shown to encourage and support teachers in their adoption of inquiry-based teaching practices. In particular, it has been argued that an effective means for science teachers to learn about science inquiry is through contextual learning experiences, which allow teachers to be immersed in the culture of science. The purpose of this qualitative study was to explore professional development participants' individual and collective experiences, thoughts, reflections and evolving beliefs, attitudes and knowledge within the context of a two-week summer research apprenticeship program for secondary science teachers. Four profiles of teachers emerged based on their type and level of involvement in the science laboratory in which they were placed. The findings allude to changes in participants' attitudes and sense of self-confidence toward science as well as their knowledge about science inquiry as a process and as an approach to teaching. We will also discuss how participants planned to implement their learning experiences in their classrooms.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A