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ERIC Number: EJ920118
Record Type: Journal
Publication Date: 2011-Apr
Pages: 25
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-1046-560X
Exploring a Model of Situated Professional Development: Impact on Classroom Practice
Singer, Jonathan; Lotter, Christine; Feller, Robert; Gates, Harry
Journal of Science Teacher Education, v22 n3 p203-227 Apr 2011
A hallmark of current science education reform involves teaching through inquiry. However, the widespread use of inquiry-based instruction in many classrooms has not occurred (Roehrig and Luft in "Int J Sci Educ" 26:3-24, 2004; Schneider et al. in "J Res Sci Teach" 42:283-312, 2005). The purpose of this study was to investigate the impact of a professional development program on middle school science teachers' ability to enact inquiry-based pedagogical practices. Data were generated through evaluation of teacher practice using the Reformed Teaching Observation Protocol (RTOP) (Sawada et al. in "School Sci Math" 102:245-253, 2002) at three distinct junctures, before, during, and after the professional development treatment. Analysis of teacher-participant post-institute reflections was then utilized to determine the perceived role of the various institute components. Statistical significant changes in RTOP scores indicated that the teachers were able to successfully transfer the enactment of the inquiry-based practices into their classrooms. The subsequent discussion provides connection between these pedagogical changes with use of professional development strategies that provide a situated learning environment.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A