Enhancing Teacher Beliefs through an Inquiry-Based Professional Development Program

Autor/inn/en	McKeown, Tammy R.; Abrams, Lisa M.; Slattum, Patricia W.; Kirk, Suzanne V.
Titel	Enhancing Teacher Beliefs through an Inquiry-Based Professional Development Program
Quelle	2 (2016) 1, S.85-97 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teacher Attitudes; Beliefs; Secondary School Teachers; Science Teachers; Science Instruction; Secondary School Science; Science Process Skills; Professional Development; Teacher Effectiveness; Self Efficacy; Pedagogical Content Knowledge; Knowledge Level; Summer Science Programs; Instructional Design; Inquiry; Pretests Posttests; Achievement Gains; Instructional Effectiveness; Teacher Surveys; Attitude Measures; Statistical Analysis + Suchen Sie Ihr Suchwort? Lehrerverhalten; Belief; Glaube; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Pädagogische Kompetenz; Wissensbasis; Lesson concept; Lessonplan; Unterrichtsentwurf; Achievement gain; Leistungssteigerung; Statistische Analyse
Abstract	Inquiry-based instructional approaches are an effective means to actively engage students with science content and skills. This article examines the effects of an ongoing professional development program on middle and high school teachers' efficacy beliefs, confidence to teach research concepts and skills, and science content knowledge. Professional development activities included participation in a week long summer academy, designing and implementing inquiry-based lessons within the classroom, examining and reflecting upon practices, and documenting ways in which instruction was modified. Teacher beliefs were assessed at three time points, pre- post- and six months following the summer academy. Results indicate significant gains in reported teaching efficacy, confidence, and content knowledge from pre- to post-test. These gains were maintained at the six month follow-up. Findings across the three different time points suggest that participation in the professional development program strongly influenced participants' fundamental beliefs about their capacity to provide effective instruction in ways that are closely connected to the features of inquiry-based instruction. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01