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Elementary Teachers: Concerns About Implementing a Science Program.

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Title: Elementary Teachers: Concerns About Implementing a Science Program.
Authors: Dailey, Debbie1, Robinson, Ann2
Source: School Science & Mathematics. Mar2016, Vol. 116 Issue 3, p139-147. 9p.
Subject Terms: *Educational programs, *Science education (Elementary), *Science teachers, *Teacher development, *Classroom management
Abstract: The purpose of this study was to examine elementary teachers' science teaching concerns after participating in a two-year extensive and sustained science professional development intervention. The intervention consisted of two types of teacher professional development across two years including: (a) summer institutes (60 hours across two years) which provided training on curriculum units, inquiry-based instructional strategies, problem-based learning, classroom management, and technology use in the classroom; and (b) coaching (60 hours across two years) which provided teachers support in establishing an investigative classroom and assistance in the implementation of inquiry/problem-based science units. Teacher data were collected across four different time points: prior to the intervention, after one year of intervention, after two years of intervention, and one year after completion of the intervention. Results from quantitative data supported with qualitative interviews indicated concerns among teachers changed but they were not eliminated. The findings of this study provide evidence that teachers' concerns may not be eliminated, but with extensive support--concerns become less focused on self and more focused on students. [ABSTRACT FROM AUTHOR]
Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: The purpose of this study was to examine elementary teachers' science teaching concerns after participating in a two-year extensive and sustained science professional development intervention. The intervention consisted of two types of teacher professional development across two years including: (a) summer institutes (60 hours across two years) which provided training on curriculum units, inquiry-based instructional strategies, problem-based learning, classroom management, and technology use in the classroom; and (b) coaching (60 hours across two years) which provided teachers support in establishing an investigative classroom and assistance in the implementation of inquiry/problem-based science units. Teacher data were collected across four different time points: prior to the intervention, after one year of intervention, after two years of intervention, and one year after completion of the intervention. Results from quantitative data supported with qualitative interviews indicated concerns among teachers changed but they were not eliminated. The findings of this study provide evidence that teachers' concerns may not be eliminated, but with extensive support--concerns become less focused on self and more focused on students. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/ssm.12162
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      – Code: eng
        Text: English
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      – SubjectFull: Educational programs
        Type: general
      – SubjectFull: Science education (Elementary)
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      – SubjectFull: Science teachers
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      – SubjectFull: Teacher development
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      – SubjectFull: Classroom management
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