Changing inquiry practices and beliefs: the impact of an inquiry-based professional development programme on beginning and experienced secondary science teachers.

Autor/in	Luft, Julie A.
Titel	Changing inquiry practices and beliefs: the impact of an inquiry-based professional development programme on beginning and experienced secondary science teachers.
Quelle	In: International journal of science education, 23 (2001) 5, S. 517-534Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Interview; Meinung; Lehrer; Lehrerfortbildung; Lehrerverhalten; Studie
Abstract	This study explores how an inquiry-based demonstration classroom in-service programme impacted the beliefs and practices of 14 secondary science teachers. Both structured and semistructured interviews captured in-service programme participants' beliefs, while in-class observations of participants documented their instructional practices. An analysis of the data revealed that the in-service programme had an impact on the participants, but the impact varied among the six induction and eight experienced teachers: the induction teachers changed their beliefs more than their practices, whereas the experienced teachers demonstrated more change in their practices than their beliefs. Ultimately, the changing belief systems of beginning teachers may have resulted in the limited use of student-centred practices, whereas the established belief systems of experienced participants may have been conducive to studentcentred practices. On the basis of the findings of this study, implications for professional development programmes are discussed.
Erfasst von	Lehrstuhl Didaktik der Physik, Ludwig-Maximilians-Universität München
Update	2003_(CD)