Exploring a Model of Situated Professional Development: Impact on Classroom Practice
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| Title: | Exploring a Model of Situated Professional Development: Impact on Classroom Practice |
|---|---|
| Language: | English |
| Authors: | Singer, Jonathan, Lotter, Christine, Feller, Robert |
| Source: | Journal of Science Teacher Education. Apr 2011 22(3):203-227. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 25 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Middle Schools |
| Descriptors: | Educational Change, Science Teachers, Faculty Development, Teaching Methods, Science Education, Active Learning, Inquiry, Middle School Teachers, Statistical Significance, Educational Environment |
| DOI: | 10.1007/s10972-011-9229-0 |
| ISSN: | 1046-560X |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Number of References: | 48 |
| Entry Date: | 2011 |
| Accession Number: | EJ920118 |
| Database: | ERIC |
| Abstract: | 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. |
|---|---|
| ISSN: | 1046-560X |
| DOI: | 10.1007/s10972-011-9229-0 |
