Research experiences for teachers: influences related to expectancy and value of changes to practice in the American classroom

Grove, Crissie M.; Dixon, Patricia; Pop, Margareta

doi:10.1080/13674580802532712

Cited by 44 publications

(36 citation statements)

References 19 publications

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“…As Capps et al (2012) documented for inquiry focused PD more generally, Sadler et al (2010) describe that much of this research is characterized by its reliance on teacher-self report. Given this, Sadler and colleagues (2010) report that participation in RETs can increase teachers' perceptions of their knowledge of science (Buck, 2003), self-efficacy, outcome expectancy, and confidence their abilities to participate in scientific research (Dresner & Worley, 2006;Grove, Dixon, & Pop, 2009;Miranda & Damico, 2013).…”

Section: Ret Professional Developmentmentioning

confidence: 99%

Examining the Influence of RETs on Science Teacher Beliefs and Practice

et al. 2014

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Following the argument that an explicit focus on teacher thinking is an important outcome for professional development (Capps, Crawford, & Costas, 2012; Desimone, 2009), the research presented here examines the impact of one form of professional development, Research Experiences for Teachers (RETs), has in shaping teachers’ beliefs and affect related to inquiry in the classroom. By examining two distinct forms of RETs, this study incorporates 5 years of data collected from more than 100 RET participants, which include elementary, middle, and high school teachers. Evidence was drawn from analysis of multiple instruments measuring science teachers’ self‐efficacy (STEBI), pedagogical discontentment (STPD), teachers’ beliefs about teaching and learning (TBI), and Contextual Beliefs about Teaching Science (CBATS). The results indicate that both RET programs were successful in shaping teachers’ beliefs and affect—particularly in decreasing pedagogical discontentment and enhancing beliefs about reform. However, the RET program that focused mainly on teacher practice was more successful in shaping teachers’ beliefs and was the only program to show an influence on teachers’ practice.

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Section: Ret Professional Developmentmentioning

confidence: 99%

Examining the Influence of RETs on Science Teacher Beliefs and Practice

et al. 2014

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“…RET programs have been studied in a variety of capacities, including their impact on teachers' classroom practices (Klein-Gardner, Johnston, & Benson, 2012;Grove, Dixon, & Pop, 2009;Pop, Dixon, & Grove, 2010) and teachers' experiences during the programs (Brown & Melear, 2007;Feldman, Divoll, & Rogan-Klyve, 2008;Westerlund et al, 2002). However, to our knowledge, no studies have examined teachers' development as scientists.…”

mentioning

confidence: 97%

Development of Teachers as Scientists in Research Experiences for Teachers Programs

Faber¹,

Hardin²,

Klein-Gardner³

et al. 2014

Journal of Science Teacher Education

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This study examined the teachers' development as scientists for participants in three National Science Foundation Research Experiences for Teachers. Participants included secondary science and math teachers with varying levels of education and experience who were immersed in research environments related to engineering and science topics. Teachers' functionality as scientists was assessed in terms of independence, focus, relationships with mentors, structure, and ability to create new concepts. Hierarchies developed within these constructs allowed tracking of changes in functionality throughout the 6-week programs. Themes were further identified in teachers' weekly journal entries and exit interviews through inductive coding. Increases in functionality as scientists were observed for all teachers who completed both the program and exit interview (n = 27). Seven of the 27 teachers reached high science functionality; however, three of the teachers did not reach high functionality in any of the constructs during the program. No differences were observed in demographics or teaching experience between those who did and did not reach high functionality levels. Inductive coding revealed themes such as teachers' interactions with mentors and connections made between research and teaching, which allowed for descriptions of experiences for teachers at high and low levels of functionality. Teachers at high functionality levels adjusted to openended environments, transitioned from a guided experience to freedom, felt useful in the laboratory, and were self-motivated. In contrast, teachers at low functionality levels did not have a true research project, primarily focused on teaching aspects of the program, and did not display a transition of responsibilities.

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“…The advantages associated with teacher research are numerous. It is commonly observed that teacher research can contribute to a teacher's sense of empowerment (Castle 2006, Esposito andSmith 2006) and positively impact a teacher's understanding of classrooms, particularly their instructional and pedagogical practices (Capobianco et al 2006, Grove et al 2009). Moreover, some scholars note how teacher research may also inform educational policy development Meyers 2006, O'Connell Rust 2009).…”

Section: Origins and Locations Of Teacher Researchmentioning

confidence: 98%

Time constraints experienced by female teacher researchers in Canada and Turkey: challenges to developing an autonomous professional learning mindset

Mitton-Kukner

2015

Professional Development in Education

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The focus of this comparative qualitative study is on female teachers' experiences as teacher researchers in Canada and Turkey as they worked towards the completion of their postgraduate degrees in the midst of teaching full-time. Attending carefully to participants' accounts of time use during the research process revealed heavy time pressure as informed by teaching, societal norms and familial obligations. In response to complex schedules, participants engaged in multitasking and research engagement happened amongst multiple personal and professional responsibilities. The findings of this study provide new ways to consider the competing demands shaping women's efforts to professionally develop and learn, and question the sustainability of teacher-led research as a sustainable professional learning endeavour beyond postgraduate studies

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Research experiences for teachers: influences related to expectancy and value of changes to practice in the American classroom

Cited by 44 publications

References 19 publications

Examining the Influence of RETs on Science Teacher Beliefs and Practice

Examining the Influence of RETs on Science Teacher Beliefs and Practice

Development of Teachers as Scientists in Research Experiences for Teachers Programs

Time constraints experienced by female teacher researchers in Canada and Turkey: challenges to developing an autonomous professional learning mindset

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