| Autor: |
Miranda, Rommel J., Damico, Julie B. |
| Předmět: |
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| Zdroj: |
Science Educator; Summer2015, Vol. 24 Issue 1, p23-35, 13p |
| Abstrakt: |
This mixed-methods study examines how engaging science teachers in a summer Research Experiences for Teachers (RET) followed by an academic-year Professional Learning Community (PLC) focused on translating teacher research experiences to inquiry-based classroom lessons might facilitate changes in their beliefs and classroom practices regarding inquiry-based instruction. Supported with NASA funding, fourteen high school science teachers participated in a large mid-Atlantic university's year-long RETPLC professional development program. The findings of this empirically-based study suggest that a summer RET program augmented by an academic-year PLC component can help teachers to shift their beliefs from a teacher-centered to a more student-centered approach. However, changes in classroom practices which demonstrate that teachers had transitioned from the use of teacher-centered to reform-centered practices were limited. Moreover, the study's findings have several implications for developers of professional development programs for in-service science teachers and science education researchers. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
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