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

From Section:
Professional Development
Oct. 26, 2008

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.

Updated: Apr. 26, 2022
Learning experience | Middle school teachers | Pedagogical content knowledge | Professional development | Reflection | Science teachers