Transitioning to Inquiry-Based Teaching: Exploring Science Teachers' Professional Development Experiences

Autor/inn/en	Kazempour, Mahsa; Amirshokoohi, Aidin
Titel	Transitioning to Inquiry-Based Teaching: Exploring Science Teachers' Professional Development Experiences
Quelle	In: International Journal of Environmental and Science Education, 9 (2014) 3, S.285-309 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306 3065
Schlagwörter	Science Teachers; Inquiry; Active Learning; Science Instruction; Faculty Development; Learning Processes; Reflection; Summer Programs; Secondary School Teachers; Qualitative Research; Phenomenology; Public School Teachers; Experience; Program Effectiveness; Beliefs; Educational Planning + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Aktives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Learning process; Lernprozess; Sommerkurs; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Erfahrung; Belief; Glaube; Bildungsplanung
Abstract	The literature on professional development is replete with studies that utilize survey, interview, and classroom observation data, primarily collected post professional development experience, to explore teachers' knowledge, beliefs, and actions; however, we lack a clear understanding of teachers' learning process and reflections during the professional development. The current study aims to address the above mentioned gaps in the literature, by utilizing participant reflections and assignments during a summer professional development opportunity, to elucidate the process by which teachers learn about inquiry-based teaching and begin to implement it in their planning, in addition to factors they deem influential in this process. The findings address three questions about professional development: 1) participants' process of developing professionally, 2) features of effective professional development, and 3) the relationship between participants and the program. Furthermore, a web of interrelationships is revealed between participant-identified beneficial programmatic features and the participants' experiences, processes of personal, social, and professional development, evolving conceptions and beliefs, and the translation of these beliefs into practice, as evident in their immediate implementation of ideas in instructional planning. (As Provided).
Anmerkungen	International Consortium for the Advancement of Academic Publication. Abant Izzet Baysal University, Faculty of Education, 14280 Golkoy-Bolu, Turkey. e-mail: editorijese@gmail.com; Web site: http://www.ijese.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10