Effectiveness of Professional Development Program on a Teacher's Learning to Teach Science as Inquiry

Autor/in	Akcay, Behiye
Titel	Effectiveness of Professional Development Program on a Teacher's Learning to Teach Science as Inquiry
Quelle	In: Asia-Pacific Forum on Science Learning and Teaching, 8 (2007) 2, Artikel 2 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1609-4913
Schlagwörter	Educational Strategies; Constructivism (Learning); Student Participation; Science Teachers; Professional Development; Teaching Methods; Beliefs; Inquiry; Program Implementation; Student Attitudes; Barriers; Middle School Teachers; Pedagogical Content Knowledge; Science Instruction; Iowa + Suchen Sie Ihr Suchwort? Lehrstrategie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Belief; Glaube; Schülerverhalten; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Pädagogische Kompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	This is a study of a science teacher's beliefs concerning how a professional development program affect both the teaching strategies used and the beliefs professed influence classroom instruction after participating in the Iowa Chautauqua Professional Development program. The results of the study indicate that teachers often have problems with implementing new instructional strategies especially, inquiry teaching. The causes for the difficulty were found to include: (a) a major gap between the teacher's common knowledge and their common practices, (b) more experience with the inquiry teaching and learning approaches is needed, (c) getting student participation as a partner in inquiry is new, (d) some students are resistant to working on their own inquiries, and (e) management issues. The Iowa Chautauqua Professional Development program helped the teacher to change her philosophy of teaching and learning and use of more constructivist learning environment practices. (Contains 6 tables and 4 figures.) (As Provided).
Anmerkungen	Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10