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ERIC Number: EJ1069987
Record Type: Journal
Publication Date: 2015
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1094-3277
Changes in Teachers' Beliefs and Classroom Practices Concerning Inquiry-Based Instruction Following a Year-Long RET-PLC Program
Miranda, Rommel J.; Damico, Julie B.
Science Educator, v24 n1 p23-35 Sum 2015
This mixed-methods study examines how engaging science teachers in a summer Research Experiences for Teachers (RET) followed by an academic-year Professional Learning Community (PLC) focused on translating teacher research experiences to inquiry-based classroom lessons might facilitate changes in their beliefs and classroom practices regarding inquiry-based instruction. Supported with NASA funding, fourteen high school science teachers participated in a large mid-Atlantic university's year-long RET-PLC professional development program. The findings of this empirically-based study suggest that a summer RET program augmented by an academic-year PLC component can help teachers to shift their beliefs from a teacher-centered to a more student-centered approach. However, changes in classroom practices which demonstrate that teachers had transitioned from the use of teacher-centered to reform-centered practices were limited. Moreover, the study's findings have several implications for developers of professional development programs for in-service science teachers and science education researchers.
National Science Education Leadership Association. P.O. Box 99381, Raleigh, NC 27624-9381. Tel: 919-848-8171; Fax: 919-848-0496; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Aeronautics and Space Administration (NASA)
Authoring Institution: N/A
Grant or Contract Numbers: NNX09AT03G; NNX10AJ68G