Comparing Advanced Placement Physics Teachers Experiencing Physics-Focused Professional Development

Autor/in	Ogodo, Justina A.
Titel	Comparing Advanced Placement Physics Teachers Experiencing Physics-Focused Professional Development
Quelle	In: Journal of Science Teacher Education, 30 (2019) 6, S.639-665 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ogodo, Justina A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2019.1596720
Schlagwörter	Advanced Placement; Physics; High School Teachers; Secondary School Science; Self Efficacy; Pedagogical Content Knowledge; Teacher Improvement; Inservice Teacher Education; Teacher Shortage; Institutes (Training Programs); Summer Programs; Urban Schools; Suburban Schools; Teaching Methods; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Physik; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Pädagogische Kompetenz; Lehrerfortbildung; Lehrermangel; Sommerakademie; Sommerkurs; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	Many high school classrooms in the United States have physics teachers who are teaching the subject outside their certified content areas because of a severe shortage of physics teachers. There is a critical need to improve the knowledge base of these out-of-field teachers. This comparative case study examined the instructional practice of Advanced Placement (AP) physics teachers who participated in a 3-year physics focused professional development and compared them with other AP physics teachers who did not participate in the training. Quantitative and qualitative data were collected from classroom observations, surveys, teacher interviews, and observer's field notes. Results indicate that the teachers who experienced the training had (a) large treatment effect size difference in their instructional practice, (b) changes in their self-efficacy, and (c) observable improvement in their pedagogical content knowledge. The result represents initial empirical findings of the impact of the targeted training on the knowledge base and instructional practice of the AP physics teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01