Effective Professional Development and Change in Practice: Barriers Science Teachers Encounter and Implications for Reform

Autor/in	Johnson, Carla C.
Titel	Effective Professional Development and Change in Practice: Barriers Science Teachers Encounter and Implications for Reform
Quelle	In: School Science and Mathematics, 106 (2006) 3, S.150 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
Schlagwörter	Middle Schools; Professional Development; Science Teachers; Science Education; Educational Change; Interviews; Observation; National Standards; Teacher Attitudes; Academic Standards; Outcome Based Education; Teaching Methods; Ohio + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Bildungsreform; Interviewing; Interviewtechnik; Beobachtung; Lehrerverhalten; Lernerfolgsmessung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study focused on two middle schools in the central US who participated in collaborative, sustained, whole-school professional development in implementing inquiry as part of National Science Education Standards, or standards-based instructional practices. Participants were involved in their second year of the professional development experience. The research question explored was, "What barriers do science teachers encounter when implementing standards-based instruction while participating in effective professional development experiences?" Qualitative data collected in the form of teacher interviews and classroom observations were utilized and were analyzed using a barrier to reform rubric. Findings indicate that even with effective professional development, science teachers still encounter technical, political, and cultural barriers to implementation. More support is required for professional development efforts to be successful, such as resources and time, as well as administrative buy-in and support. Findings also revealed that even the best intended professional development efforts do not reveal and address existing beliefs for all teachers. Implications for future science education reform stakeholders are discussed. (Contains 4 tables.) (Author).
Anmerkungen	School Science and Mathematics Association. Texas A&M University, TAMU 4232, College Station, TX 77843. Tel: 979-862-8100; e-mail: ssmj@coe.tamu.edu; Web site: http://ssmj.tamu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10