Overcoming a Learning Bottleneck: Inquiry Professional Development for Secondary Science Teachers |
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Authors: | Christine Lotter William S Harwood J José Bonner |
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Institution: | (1) Instruction and Teacher Education, University of South Carolina, Columbia, SC, 29208, U.S.A.;(2) Department of Curriculum and Instruction, Indiana University, Bloomington, IN, 47405, U.S.A.;(3) Department of Biology, Indiana University, Bloomington, IN, 47405, U.S.A. |
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Abstract: | This paper examines the summer component of a year-long professional development program. The program was developed based
on recent models of effective professional development that indicate that teachers should guide the direction and focus of
the professional development program. Specific activities in the summer program were adapted from a long-running, successful
program for university faculty development. In this study we explore the conceptions of inquiry teachers developed during
the program, as well as the products teachers created. The discrepancies between program goals and the teachers’ products
and conceptions are described and reasons for these differences explored. The results suggest that engaging teachers in identifying
key issues in their own professional development is an effective strategy. |
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Keywords: | |
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