ERIC Number: EJ1069987
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 59
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.
Descriptors: Mixed Methods Research, Teacher Attitudes, Science Teachers, Faculty Development, Summer Programs, Teacher Researchers, Communities of Practice, Inquiry, Teaching Methods, High Schools, Secondary School Teachers, Learner Controlled Instruction, Educational Change, Secondary School Science, Essays, Computer Mediated Communication, Group Discussion, Observation, Pretests Posttests, Questionnaires, Teacher Characteristics
National Science Education Leadership Association. P.O. Box 99381, Raleigh, NC 27624-9381. Tel: 919-848-8171; Fax: 919-848-0496; Web site: http://nsela.org/publications/science-educator-journal
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Sponsor: National Aeronautics and Space Administration (NASA)
Authoring Institution: N/A
Grant or Contract Numbers: NNX09AT03G|NNX10AJ68G