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ERIC Number: EJ1172793
Record Type: Journal
Publication Date: 2018-Apr
Pages: 16
Abstractor: As Provided
ISSN: ISSN-2324-805X
Effects of Scaled-Up Professional Development Courses about Inquiry-Based Learning on Teachers
Maass, Katja; Engeln, Katrin
Journal of Education and Training Studies, v6 n4 p1-16 Apr 2018
Although well researched in educational studies, inquiry-based learning, a student-centred way of teaching, is far away from being implemented in day-to-day science and mathematics teaching on a large scale. It is a challenge for teachers to adopt this new way of teaching in an often not supportive school context. Therefore it is important to provide high-quality professional development (PD) at a large scale. However, there is little empirical evidence about the effects of scaled-up professional development initiatives. Therefore, this paper presents an international research study for which long-term PD courses have been designed. These courses have been implemented across Europe in twelve different countries at scale by using the so-called "Cascade Model." Here, course leaders are educated, who in turn educate other teachers. The research study aimed at evaluating the overall impact the scaled-up PD had on teachers and at also identifying variables influencing this impact.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Cyprus; Denmark; Germany; Hungary; Malta; Netherlands; Norway; Romania; Slovakia; Spain; Switzerland; United Kingdom
Grant or Contract Numbers: N/A