Teachers’ Transformation to Inquiry-Based Instructional Practice

Abstract

This collective case study examines secondary science teachers' responses to a professional development program designed to assist in the transformation of inquiry belief structures and inquiry instructional practices. These teachers were participants in a year-long professional development institute that focused on increasing the quantity and quality of inquiry in secondary science classrooms. This multi-case design examines multiple data sources in order to answer the following research question: How do the beliefs and practices of teachers regarding inquiry-based instruction evolve over the year of intervention? Participants were selected using the data from an inquiry observational protocol to represent a variety of abilities and beliefs regarding inquiry instructional practice. The results provide insights into teachers' belief structures and classroom structure related to inquiry instruction. Further, we detail the role of the professional development experience in facilitating transformation of classroom practice. Implications for how professional development programs are developed and led are provided.

Mathematics Teachers’ Beliefs about Inquiry-based Learning after a Professional Development Course–An International Study

“…In line with related studies in science education, our results show that the real outcome does not always conform to the intended outcome (Marshall & Smart, 2013, Panjwani, 2015. Also in line with Marshall and Smart 2013, our study indicates that teachers' interpretations after a PD can vary from more superficial to more sophisticated interpretations.…”

“…For example, in their interpretation of IBL, teachers highlighted as an aim students' motivation, but when planning their lesson they often chose teaching examples with a focus on content. This is also in line with the results of Marshall and Smart (2013). They analyzed three cases of science teachers in the USA.…”

“…We do not know much about mathematic teachers' beliefs on IBL. There are some small-scale national studies in science education (Panjwani, 2015, Marshall & Smart, 2013) that lead to the conclusion that teachers' interpretation of IBL can be very different from the conveyed definition of IBL, meaning that the intended outcome is very different from the real outcome. We know even less on how this might impact the enactment in the classroom.…”

Enhancing Pre-Service Special Educator Preparation through Combined Use of Virtual Simulation and Instructional Coaching

“…When adequate OTR are presented, it allows teachers to elicit feedback from students and to adjust instruction based on perceived student understanding. These variables coincide to maximize student achievement and establish a climate that values justification, conjecture, and the co-construction of knowledge [19,20].…”

Language matters: developing educators’ expertise for English learners in linguistically diverse communities

“…Drawing from research on practitioner expertise for ELs, we crafted a sequence of learning centered on recognizing the cultural and linguistic backgrounds, strengths, and needs of students, followed by designing rigorous and responsive environments, assessment, and instruction (Heritage et al, 2015;Lucas et al, 2008;Moll & González, 1997;Nieto et al, 2013;Santos et al, 2012;Valdés et al, 2005). We also tapped into research on effective PD, including the need for sustained, coherent, and challenging content that is reasonable in scope and aligned to practice, as well as time to collaborative, practice, apply, reflect, and receive feedback (Garet, Porter, Desimone, Birman, & Yoon, 2001;Guskey, 1995;Marshall & Smart, 2013;Smylie, Allensworth, Greenberg, Harris, & Luppescu, 2001). For indepth exploration of the LM model, including PD content and design, see Heineke et al, 2018. [Insert Table 1 around here.…”