Fostering Self-Reflection and Meaningful Learning: Earth Science Professional Development for Middle School Science Teachers

Source: Journal of Science Teacher Education, Volume 19, Number 5 / October 2008, pages 455-475

This article describes the analysis of teachers’ journal reflections during an inquiry-based professional development program.
As a part of their learning experience, participants reflected on what they learned and how they learned. Progress of subject matter and pedagogical content knowledge was assessed though surveys and pre- and posttests.

The authors found that teachers have difficulties reflecting on their learning and posing meaningful questions.
The teachers who could describe how they reasoned from evidence to understand a concept had the highest learning gains.
In contrast those teachers who seldom or never described learning a concept by reasoning from evidence showed the smallest learning gains.
The analysis suggests that learning to reflect on one’s learning should be an integral part of teachers’ professional development experiences.