Search results for: Hutchins Kristen L.
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Science Faculty Belief Systems in a Professional Development Program: Inquiry in College Laboratories
The goal of this study was to investigate how science faculty members’ belief systems about inquiry-based teaching changed through their experience in a professional development program. The program was designed to support early career science faculty in learning about inquiry and incorporating an inquiry-based approach to teaching laboratories. Participants who were internally motivated to participate and held incoming positive attitudes toward the mini-journal inquiry-based approach were more likely to incorporate the approach in their future practice. Students’ responses played a critical role in participants’ belief systems and their decision to continue using the inquiry-based format.
Updated: Apr. 24, 2013
In this article, the authors assert that professional development (PD) projects have an orientation that guides the design and implementation of the entire project; a construct that the authors term “PD Project Orientation”. The aim of this study was to validate the existence of this new construct. Using various data sources from nine PD projects, the authors generated and characterized five PD project orientations. This study has implications for those designing and implementing PD for science teachers, as well as PD evaluators.
Updated: Sep. 19, 2010