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ERIC Number: EJ872964
Record Type: Journal
Publication Date: 2010-Apr
Pages: 9
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0742-051X
Impact of Professional Development on Teacher Practice: Uncovering Connections
Buczynski, Sandy; Hansen, C. Bobbi
Teaching and Teacher Education: An International Journal of Research and Studies, v26 n3 p599-607 Apr 2010
An Inquiry Learning Partnership (ILP) for professional development (PD) was formed between a university, science centre, and two urban school districts to offer 4-6th grade teachers specific science content and pedagogical techniques intended to integrate inquiry-based instruction in elementary classrooms. From pre/post content exams, PD surveys, focus group, and assessment data, teachers increased their science content knowledge, reported implementing inquiry practices in their classrooms and their students experienced modest gains on 5th grade standardized science achievement exams. While some teachers were transferring knowledge/skills gained in professional development to their classrooms, others encountered barriers to implementing PD. These obstacles included limited resources, time constraints, mandated curriculum pacing, language learning, and classroom management issues. Strategies to mitigate these barriers in order to maximize the impact of professional development need to be a priority in professional development reform. (Contains 2 tables and 3 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A